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

Home , Amauti, Assiginack, Disc number, English Canadians, First Nations in Ontario, Gradual Civilization Act

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, communicate 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 are income, education and literacy, gender and culture, physical and social environment, personal health practices and coping skills, and availability of health services. Together, such factors influence not only whether

3 individuals are physically healthy but also the extent to which they will have the physical, social, and personal resources needed to cope and to identify and achieve personal aspirations. These factors also have an impact on student learning, and it is important to be aware of them as factors contributing to a student’s performance and well-being.

An educator’s awareness of and responsiveness to students’ cognitive, emotional, social, and physical development, and to their sense of self and spirit, is critical to their success in school. A number of research-based frameworks, including those described in Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007), On My Way: A Guide to Support Middle Years Childhood Development (2017), and Stepping Stones: A Resource on Youth Development (2012),1 identify developmental stages that are common to the majority of students from Kindergarten to Grade 12. At the same time, these frameworks recognize that individual differences, as well as differences in life experiences and exposure to opportunities, can affect development, and that developmental events are not specifically age dependent.

The framework described in Stepping Stones is based on a model that illustrates the complexity of human development. Its components – the cognitive, emotional, physical, and social domains – are interrelated and interdependent, and all are subject to the influence of a person’s environment or context. At the centre is an “enduring (yet changing) core” – a sense of self, or spirit – that connects the different aspects of development and experience (p. 17). First Nations, Métis, and Inuit Studies

Source: Stepping Stones: A Resource on Youth Development, p. 17

1. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007) is available at www.edu.gov.on.ca/childcare/oelf/continuum/continuum. pdf; Ministry of Children and Youth Services, On My Way: A Guide to Support Middle Years Child Development (2017) is available at www.children.gov.on.ca/htdocs/English/professionals/middleyears/ onmyway/index.aspx; and Government of Ontario, Stepping Stones: A Resource on Youth Development (2012), is available at www.children.gov.on.ca/htdocs/English/documents/youthopportunities/steppingstones/

THE ONTARIO CURRICULUM, GRADES 9–12 SteppingStones.pdf.

4 Educators who have an awareness of a student’s development take each component into account, with an understanding of and focus on the following elements:

• cognitive development – brain development, processing and reasoning skills, use of strategies for learning • emotional development – emotional regulation, empathy, motivation • social development – self-development (self-concept, self-efficacy, self-esteem); identity formation (gender identity, social group identity, spiritual identity); relationships (peer, family, romantic) • physical development – physical activity, sleep patterns, changes that come with puberty, body image, nutritional requirements

The Role of Mental Health and Well-being Mental health and well-being touch all components of development. Mental health and well-being are much more than the absence of mental illness. Well-being is influenced not only by the absence of problems and risks but by the presence of factors that contribute to healthy growth and development. By nurturing and supporting students’ strengths and assets, educators help promote positive mental health and well-being in the classroom. At the same time, they can identify students who need additional support and connect them with the appropriate services.2

What happens at school can have a significant influence on a student’s well-being. With a broader awareness of mental health, educators can plan instructional strategies that contribute to a supportive classroom climate for learning in all subject areas, build awareness of mental health, and reduce stigma associated with mental illness. Taking students’ well- being, including their mental health, into account when planning instructional approaches helps establish a strong foundation for learning. PREFACE

2. See the ministry document Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being (2013).

5 INTRODUCTION

VISION AND GOALS OF THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES CURRICULUM The First Nations, Métis, and Inuit studies curriculum introduces students to the rich diversity of First Nations, Métis, and Inuit histories, cultures, perspectives, and contributions, and to the critical importance of Indigenous knowledge and ways of knowing in a contemporary global context. The courses in this curriculum address a wide range of content areas and disciplines, but they share a common vision, as described below).

Vision All students in Ontario will have knowledge and appreciation of contemporary and traditional First Nations, Métis, and Inuit histories, cultures, perspectives, and contributions. In order to move forward on our learning journey, students must have a solid understanding of where we have been as a province and a country. Ontario is committed to ensuring that First Nations, Métis, and Inuit survivors and communities bring their perspectives to students’ learning about our shared history. With their new understanding, students will be able to challenge commonly held but often erroneous knowledge and sociocultural ideas and perspectives. First Nations, Métis, and Inuit studies will help students develop the tools, strategies, knowledge, and habits of mind that will enable them to value equity and inclusiveness, effect change, contribute to building healthy and prosperous communities in a rapidly globalizing society, and support strong partnerships between Indigenous and non-Indigenous peoples and governments in Canada.

Goals Students realize the vision for the program as they: • make personal connections to advance their understanding of and respect for Indigenous cultures, languages, histories, rights, and perspectives around the globe, and their appreciation of the role of First Nations, Métis, and Inuit individuals and communities in the development of Canada; • think critically and creatively about issues of concern to Indigenous peoples and apply the essential understandings and key concepts of First Nations, Métis, and Inuit studies to real-world inquiries about diversity, nation-to-nation relationship building, the environment, social justice, and cultural identity; • build respectful and reciprocal relationships to support reconciliation between Indigenous peoples and Canadian society; • develop essential skills, strategies, and habits of mind that support culturally competent, interdisciplinary learning based on research and inquiry;

6 • use appropriate technology as a tool to help them gather and analyse information, solve problems, and communicate.

THE IMPORTANCE OF THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES CURRICULUM The history of Canada begins with Indigenous peoples; this land’s development and its future are inextricably linked to its first inhabitants. In this unique position, Indigenous peoples have perspectives on and knowledge of this land and of humanity that can inform how Canada addresses global challenges in the twenty-first century. Exploration of Indigenous cultures, ways of knowing, and contributions to society is therefore essential for students as the global citizens and problem solvers of tomorrow.

First Nations, Métis, and Inuit in Canada have an important standing as separate and distinct peoples, with specific rights and freedoms that arose from pre-Confederation treaty-making processes and evolve to the present day, through ongoing relationships and negotiations with the Canadian government.

The First Nations, Métis, and Inuit studies curriculum offers a variety of courses that can provide all students in Ontario schools with a broad range of knowledge and skills needed for work in fields such as law, environmental and other sciences, health, economics, politics, social services, and education. With the skills and knowledge they acquire in the program, students will have much to offer in work, continuing study, and community service settings after graduation.

First Nations, Métis, and Inuit studies will help students develop a deeper understanding of concepts that are of public interest and of specific concern to Indigenous peoples. These concepts, such as citizenship, governance, economic prosperity, and collective well-being, may apply at the local, regional, national, and global levels.

As students increase their awareness of Indigenous belief systems through First Nations, Métis, and Inuit studies courses, they will develop and refine their own thoughts and beliefs on key themes such as stewardship, peace, justice, power and authority, democracy, rights and responsibilities, identity and culture, reconciliation, and our relationship with the natural world.

Cultural, linguistic, racial, and religious diversity is a defining characteristic of Canadian society, and schools can help prepare all students to live harmoniously as responsible, compassionate citizens in a multicultural society in the twenty-first century.

The Nature of First Nations, Métis, and Inuit Studies Courses First Nations, Métis, and Inuit studies courses are designed to engage students in an interdisciplinary exploration of the histories, cultures, languages, traditions, and pers pectives of Indigenous peoples in Canada, and of Canada’s relationship over time with the Indigenous peoples of this land. Using various research and inquiry processes and other critical approaches, students will investigate the current realities, contributions, INTRODUCTION and aspirations of Indigenous peoples in Canada, as well as related assumptions and misconceptions.

7 First Nations, Métis, and Inuit studies is by nature integrative. For example, when students examine the relationship between the design and function of wampum belts and the purpose of written treaty documents, their exploration of art and history helps them think more deeply about government and sovereignty/self-governance. When students learn about traditional stories and legends through the work of various Métis artists while also investigating Métis harvesting rights, they are drawing on the arts, English, and law to develop their understanding of how geography affects culture. Similarly, when they analyse the impact of legislation on First Nations, Métis, and Inuit cultures as they study a novel about the efforts of a residential school survivor to reclaim their cultural identity, they are combining their understanding of governance and law, civics, and English to gain insight into how institutions can influence identity.

Essential Understandings While the many Indigenous nations in Canada are diverse in their governance practices, traditions, protocols, ceremonies, dances, songs, rites of passage, creation stories, languages, and other experiences, First Nations, Métis, and Inuit world views have certain constant elements in common. In this document, we refer to these constants as “essential understandings” in the study of First Nations, Métis, and Inuit in Canada. They provide a lens through which to develop a deeper appreciation of identity, relationships, and self- determination, three concept areas that are central to First Nations, Métis, and Inuit studies. As students work through major topics in a course, they use the essential understandings as a lens through which they can make connections to and between a number of key concept areas. The essential understandings, each of which is related to one or more key concept areas, are outlined in the chart on page 9.

First Nations, Métis, and Inuit communities also have a long history with the French and English settler communities and, subsequently, with the government of Canada. This history ties these groups together in ways that are distinct from the connections between other groups in Canada. The Constitution Act, 1982, formally recognizes Aboriginal3 and treaty rights, which represent one of the essential understandings in the study of First Nations, Métis, and Inuit in Canada. This understanding provides the context for a theme that runs throughout the First Nations, Métis, and Inuit studies curriculum – that is, the crucial importance, for all peoples and nations in Canada, of truth, reconciliation, and renewed nation-to-nation relationships. First Nations, Métis, and Inuit Studies

3. In this document, the term “Indigenous” is generally used to refer to First Nations, Métis, and Inuit individuals and communities in Canada. However, “Aboriginal” is used in specific historical or legal

THE ONTARIO CURRICULUM, GRADES 9–12 contexts, as appropriate.

8 Essential Understandings and Key Concepts Essential Key concept Practice Understanding Community Relationships Community involves close kinship ties with others and with through family creation (animals, plant life, sky, earth, spirit beings). The concept of family includes extended family members through marriage, adoption, clans, nations, and spiritual ties, such as the ties established through naming. Ancestral Relationships with Spirit is a life force from which all things come, tying knowledge the spirit realm together all things past, present, and future, including through past, human beings. Because the past, present, and future are present, and linked, ancestral knowledge – the original teachings the future ancestors hold for us – is forever within reach of successive generations. All life, not just human life, is imbued with spirit. Traditional Identity through Indigenous practices and protocols for transferring knowledge practices and knowledge differ from Western protocols. Because protocols traditional knowledge is sacred, its transfer from one person to another is governed by strict protocols that depend on the context and the knowledge being shared. Land Relationships The Creator gives us laws that govern our relationships with with the natural the natural world so that we can live in harmony with all world creation. Interconnectedness Relationships with All of creation is connected. To live a prosperous life, one of all things all of creation lives in balance with all life, including people, land, sky, through life animals, plants, and waters. balance Cultural diversity Identity through Indigenous peoples and cultures have diverse and distinct cultural distinctions ways of life, beliefs, values, languages, and traditions. Aboriginal and Self-determination Indigenous peoples hold Aboriginal and treaty rights that treaty rights and reconciliation are protected by Section 35 of the Constitution Act, 1982. through respect Although nations are diverse, they share common historical for rights and experiences in their nation-to-nation dealings with the freedoms Crown over time.

Cultural Safety It is important to create a learning environment that is respectful and that makes students feel safe and comfortable not only physically, socially, and emotionally but also in terms of their cultural heritage. A culturally safe learning environment is one in which students feel comfortable about expressing their ideas, opinions, and needs and about responding authentically to topics that may be culturally sensitive. Teachers should be aware that some students may experience emotional reactions when learning about issues that have affected their own lives, their family, and/or their community, such as the legacy of the residential school system. Before addressing such topics in the classroom, teachers need INTRODUCTION to consider how to prepare and debrief students, and they need to ensure that resources are available to support students both inside and outside the classroom.

9 CITIZENSHIP EDUCATION IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES CURRICULUM

The responsible, active citizen participates in the community for the common good. Citizenship education provides “ways in which young people are prepared and consequently ready and able to undertake their roles as citizens”.

Julian Fraillon and Wolfram Schulz “Concept and Design of the International Civic and Citizenship Study” (2008)

Citizenship education is an important facet of students’ overall education. In the First Nations, Métis, and Inuit studies curriculum, students are given opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom and the diverse communities to which they belong within and outside the school. It is important for students to understand that they belong to many communities and that, ultimately, they are all citizens of the global community.

The diagram on page 11 presents a framework for citizenship education. In this figure: • the outer circle lists the four main elements of citizenship education – active participation, identity, attributes, and structures – and describes each element; • the second circle outlines ways in which students may develop the knowledge, skills, and attitudes associated with responsible citizenship. Teachers should ensure that students have opportunities to develop these attitudes, understandings, and practices as they work to achieve the expectations in the subjects that make up the First Nations, Métis, and Inuit studies curriculum (and those in other subjects as well); • the innermost circle lists various terms and topics that are related to citizenship education. Teachers may focus on these terms/topics when making connections between citizenship education and expectations in the First Nations, Métis, and Inuit studies curriculum – in particular terms such as “truth”, “reciprocity”, and “reconciliation” – as well as expectations in other curriculum documents. In the figure, each term/topic in the innermost circle is connected to a specific element within the framework. However, it is important to note that, in practice, a term can be applied to more than one element – as the dotted lines imply – and that a number of terms may be woven together in a unit that incorporates citizenship education. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

10 All subjects in the First Nations, Métis, and Inuit studies curriculum provide multiple opportunities to incorporate aspects of citizenship education, with particular consideration given to concepts of importance to First Nations, Métis, and Inuit communities, including, but not limited to, reciprocity, reconciliation, justice, and truth. INTRODUCTION

11 ROLES AND RESPONSIBILITIES IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM Students Students’ responsibilities with respect to their own learning develop gradually and increase over time as they progress through elementary and secondary school. With appropriate instruction and with experience, students come to see how an applied effort can enhance learning and improve achievement and well-being. As they mature and as they develop the ability to persist, to manage their behaviour and impulses, to take responsible risks, and to listen with understanding, students become better able to take more responsibility for their learning and progress. There are some students, however, who are less able to take full responsibility for their learning because of unique challenges they face. The attention, patience, and encouragement of teachers can be extremely important to the success of these students. Learning to take responsibility for their achievement and improvement is an important part of every student’s education, regardless of their circumstances.

Mastering the skills and concepts connected with learning in the First Nations, Métis, and Inuit studies curriculum requires ongoing practice, an effort to respond to feedback (to the extent possible), personal reflection, and commitment from students. It also requires a willingness to explore new ideas, try new activities, collaborate with peers, develop cultural awareness and cultural competence, and always follow safety practices. Through ongoing practice and reflection about their development, students deepen their appreciation and understanding of themselves and others, and of their health and well- being. The First Nations, Métis, and Inuit studies curriculum also requires students to develop a greater awareness of their role within the communities to which they belong, and of their relationship to the natural environment.

Parents Parents4 play an important role in supporting student learning. Studies show that students perform better in school if their parents are involved in their education. By becoming familiar with the curriculum, parents can better appreciate what is being taught in the courses their children are taking and what they are expected to learn. This awareness will enhance parents’ ability to discuss their children’s work with them, to communicate with teachers, and to ask relevant questions about their children’s progress. Knowledge of the expectations will also help parents understand how their children are progressing in school and enhance their ability to work with teachers to improve their children’s First Nations, Métis, and Inuit Studies

| learning.

Parents can support their children’s learning effectively in a variety of ways. They can attend parent-teacher interviews, participate in parent workshops, and take part in school council activities or become a school council member. Parents who encourage and monitor home practice or project completion further support their children in First Nations, Métis, and Inuit studies.

4. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may also be taken to

THE ONTARIO CURRICULUM, GRADES 9–12 include caregivers or close family members who are responsible for raising the child.

12 Teachers Teachers and students have complementary responsibilities. Teachers develop appropriate and effective instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning. Teachers are also responsible for ensuring that the classroom is a culturally safe environment that enables students from diverse backgrounds to feel respected and comfortable expressing their opinions, thoughts, and needs. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. Teachers reflect on the results of the learning opportunities they provide, and make adjustments to them as necessary to help every student achieve the curriculum expectations to the best of their ability.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous opportunities for students to develop and refine their critical-thinking, problem- solving, and communication skills as they investigate topics related to First Nations, Métis, and Inuit studies. These activities should give students opportunities to relate their knowledge and skills in First Nations, Métis, and Inuit studies to the social, cultural, environmental, and economic conditions and concerns of the world in which they live. Such opportunities will motivate students to participate in their communities as responsible and engaged citizens and to become lifelong learners.

First Nations, Métis, and Inuit studies teachers provide students with frequent opportunities to practise their skills and apply new learning and, through regular and varied assessment, give them the specific, descriptive feedback they need in order to further their learning and refine their skills. Teachers can also help students understand that applying specific inquiry processes when studying First Nations, Métis, and Inuit histories, governance, and nation-to-nation relationships often requires a considerable expenditure of time and energy and a good deal of perseverance. In First Nations, Métis, and Inuit studies, teachers can encourage students to explore alternative solutions and to take appropriate risks to become successful problem solvers, especially with respect to any social justice issues they encounter. By assigning tasks that promote the development of higher-order thinking skills, teachers help students assess information, develop informed opinions, draw conclusions, and become thoughtful and effective communicators.

It is the teacher’s responsibility to help students see the connections between the knowledge and skills they develop in the First Nations, Métis, and Inuit studies classroom and their lived realities. First Nations, Métis, and Inuit studies can play a key role in shaping students’ views about life and learning. By developing an understanding of the context- ualized nature of their ideas, values, and ways of life, students come to appreciate and honour the diversity they encounter. Teachers should also encourage students to understand the importance of the transferable skills they develop in First Nations, Métis, and Inuit studies, and to make use of these skills in other contexts.

As part of effective teaching practice, teachers communicate with parents about what their children are learning. This communication occurs through the sharing of course outlines,

ongoing formal and informal conversations, curriculum events, and other means of regu- INTRODUCTION lar communication, such as newsletters, website postings, and blogs. Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Stronger connections between home and school support student learning, achievement, and well-being.

13 Principals The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms and learning environments using a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including First Nations, Métis, and Inuit studies, principals promote learning teams and work with teachers to facilitate their participation in professional development activities. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in their plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.

Principals are responsible for ensuring that up-to-date copies of the outlines of all of the courses of study for courses offered at the school are retained on file. These outlines must be available for parents and students to examine. Parents of students under the age of eighteen are entitled to information on course content since they are required to approve their child’s choice of courses, and adult students need this information to help them choose their courses.

Community Partners Community partners can be an important resource for a school’s First Nations, Métis, and Inuit studies program. They can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. Relationships with Indigenous organizations, community recreation facilities, universities and colleges, businesses, service groups, and other community organizations can provide valuable support and enrichment for student learning. These organizations can provide expertise, skills, materials, and programs that are not available through the school or that supplement those that are. Partnerships with such organizations benefit not only the students but also the life of the community.

Schools and school boards can play a role by coordinating efforts with community partners. They can engage various First Nations, Métis, and Inuit leaders and organizations in supporting learning related to course expectations and in promoting a focus on issues related to First Nations, Métis, and Inuit studies inside and outside the school (see the section “Indigenous Expertise and Protocols”, p. 39) . For example, schools could develop a visiting leaders program with links to First Nations, Métis, and Inuit community organiz-

First Nations, Métis, and Inuit Studies ations such as arts, culture, and/or language centres, legal clinics, health centres, business

| service networks, and women’s organizations. First Nations, Métis, and Inuit community partners can also be included in events held in the school, such as skills competitions, information events, career days, and special days of recognition. Schools and boards can collaborate with leaders of existing community-based programs for youth, including programs offered in public libraries and community centres. Local museums, cultural centres, heritage sites, conservation lands, parks, and neighbourhoods can provide rich environments for field studies and for exploration of the local community and its resources. Where the opportunity presents itself, schools and boards may also extend their partnership with international communities and programs. THE ONTARIO CURRICULUM, GRADES 9–12

14 School boards across the province have established partnerships with local First Nations, Métis, and Inuit communities, organizations, and families to create Indigenous Education Councils (IECs). The IECs help to guide school boards and schools in building stronger relationships with their communities, identifying promising practices, sharing information, and enhancing collaborative work to support First Nation, Métis, and Inuit student achievement and well-being.

Nurturing partnerships with other schools and between school boards can be a valuable way of applying learning within the context of safe, healthy, and accepting school envi ronments. Neighbouring schools and boards may share resources or facilities when developing and sharing professional development opportunities for staff, and they can collaborate in developing special events such as career fairs, community activities, and information evenings. From time to time, opportunities may present themselves for schools and school boards to work with local researchers to complete studies that will help educators make informed decisions based on solid evidence, local needs, and current best practices.

In choosing community partners, schools should build on existing links with their local communities and create new partnerships in conjunction with ministry and school board policies. These links are especially beneficial when they have direct connections to the curriculum. Teachers may find opportunities for their students to participate in community events, especially events that support the students’ learning in the classroom, are designed for educational purposes, and provide descriptive feedback to student participants. INTRODUCTION

15 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

OVERVIEW OF THE PROGRAM The courses outlined in this document provide broad and deep explorations of issues concerning First Nations, Métis, and Inuit in Canada and Indigenous peoples around the world. The First Nations, Métis, and Inuit studies program consists of two courses in Grades 9 and 10 and eight courses in Grades 11 and 12, covering subject matter across several associated disciplines. Students may take one or more First Nations, Métis, and Inuit studies courses, providing they have the relevant prerequisites (see page 18).

In Grade 9, students have the opportunity to explore various First Nations, Métis, and Inuit art forms in a course (NAC1O) that may be used to fulfil the compulsory credit requirement in the arts.

In Grade 10, students can investigate the histories of First Nations and Inuit in Canada from precontact, as well as Métis from their beginnings, to the present day (NAC2O).

The First Nations, Métis, and Inuit studies courses in Grades 11 and 12 examine the cultural expressions, histories, world views, and current realities of Indigenous peoples in Canada and around the world. The Grade 11 courses named “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” (NBE3U, NBE3C, and NBE3E) focus on First Nations, Métis, and Inuit textual, oral, and media studies and may be used to meet the Grade 11 English compulsory credit requirement. Also offered in Grade 11 are three courses with a social sciences focus, each exploring issues, world views, and perspectives relevant to contemporary First Nations, Métis, and Inuit communities (NDA3M, NBV3C, and NBV3E).

Two courses are offered in Grade 12, one exploring First Nations, Métis, and Inuit governance (NDG4M), and the other examining the global context of contemporary issues concerning Indigenous peoples (NDW4M).

16 Subject matter from any course in First Nations, Métis, and Inuit studies can be combined with subject matter from one or more courses in other disciplines to create an interdisciplinary course. The policies and procedures regarding the development of interdisciplinary courses are outlined in the interdisciplinary studies curriculum policy document.

In addition to the courses noted above that may be used to meet compulsory credit requirements (NAC1O; NBE3U/C/E), students may choose a course from the First Nations, Métis, and Inuit studies curriculum to meet the Group 1 compulsory credit requirement (see Ontario Schools, Kindergarten to Grade 12, 2016, section 6.1.1).

Courses in First Nations, Métis, and Inuit Studies, Grades 9–12 Five types of courses are offered in the First Nations, Métis, and Inuit studies program: university preparation, university/college preparation, college preparation, workplace preparation, and open courses. Students choose between course types on the basis of their interests, achievement, and postsecondary goals, as well as the pathways they are pursuing. The course types are defined as follows:

University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.

College preparation courses are designed to equip students with the knowledge and skills they need to meet the requirements for entrance to most college programs or for admission to specific apprenticeship or other training programs.

Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to many apprenticeship or other training programs.

Open courses are designed to broaden students’ knowledge and skills in subjects that

reflect their interests and prepare them for active and rewarding participation in society. THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES They are not designed with the specific requirements of universities, colleges, or the workplace in mind.

17 Courses in First Nations, Métis, and Inuit Studies, Grades 9 to 12*

Grade Course Name Course Course Prerequisite Type Code** 9 Expressions of First Nations, Open NAC1O None Métis, and Inuit Cultures 10 First Nations, Métis, and Inuit Open NAC2O None in Canada 11 English: Understanding University NBE3U Grade 10 English, Academic Contemporary First Nations, Métis, and Inuit Voices 11 English: Understanding College NBE3C Grade 10 English, Academic or Applied Contemporary First Nations, Métis, and Inuit Voices 11 English: Understanding Workplace NBE3E Grade 10 English, Academic or Applied, or the Contemporary First Nations, locally developed compulsory credit (LDCC) Métis, and Inuit Voices course in English 11 Contemporary First Nations, University/ NDA3M Grade 10 First Nations, Métis, and Inuit in Métis, and Inuit Issues and College Canada, Open, or Grade 10 Canadian History Perspectives since World War I, Academic or Applied 11 World Views and Aspirations College NBV3C Grade 10 First Nations, Métis, and Inuit in of First Nations, Métis, and Canada, Open, or Grade 10 Canadian History Inuit Communities in Canada since World War I, Academic or Applied 11 World Views and Aspirations Workplace NBV3E Grade 10 First Nations, Métis, and Inuit in of First Nations, Métis, and Canada, Open, or Grade 10 Canadian History Inuit Communities in Canada since World War I, Academic or Applied, or the Grade 10 locally developed compulsory credit (LDCC) course in history 12 Contemporary Indigenous University/ NDW4M Any Grade 11 university, university/college, or Issues and Perspectives in College college preparation course in First Nations, a Global Context Métis, and Inuit studies or Canadian and world studies or social sciences and humanities 12 First Nations, Métis, and Inuit University/ NDG4M Any Grade 11 university, university/college, or Governance in Canada College college preparation course in First Nations, Métis, and Inuit studies or Canadian and world studies or social sciences and humanities First Nations, Métis, and Inuit Studies

| * Each course has a credit value of 1. ** Course codes consist of five characters. The first three characters identify the subject; the fourth character identifies the grade (i.e., Grade 11 courses are represented by 3 and Grade 12 by 4); and the fifth character identifies the type of course (i.e., U refers to “university”, M to “university/college”, C to “college”, E to “workplace”, and O to “open”).

Note: • The Grade 9 course “Expressions of First Nations, Métis, and Inuit Cultures” may be used to meet the compulsory credit requirement in the arts. • The Grade 11 course “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” may be used to meet the Grade 11 English compulsory credit requirement. (See Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016, section 6.1.1.) THE ONTARIO CURRICULUM, GRADES 9–12

18 Prerequisite Chart for First Nations, Métis, and Inuit Studies, Grades 9–12 This chart maps out all the courses in First Nations, Métis, and Inuit studies and shows the links between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

Note: Dashed lines indicate courses that are not in this curriculum document. Dotted lines indicate locally developed compulsory credit (LDCC) courses, which are not outlined in the document.

19 Half-Credit Courses The courses outlined in this document are designed as full-credit courses. However, with the exception of the Grade 12 university/college preparation courses, they may also be delivered as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructional time, adhere to the following conditions: • The two half-credit courses created from a full course must together contain all of the expectations of the full course. The expectations for each half-credit course must be drawn from all strands of the full course and must be divided in a manner that best enables students to achieve the required knowledge and skills in the allotted time. • A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully complete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.) • The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.

CURRICULUM EXPECTATIONS The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.

Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. (The number of strands varies per course. Strands are lettered A, B, C, and so on.) Taken together, the overall and specific expectations represent the mandated curriculum.

The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe

First Nations, Métis, and Inuit Studies the expected knowledge and skills in greater detail. The specific expectations are grouped

| under numbered headings, each of which indicates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The numbered headings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop various lessons and plan learning activities for their students. THE ONTARIO CURRICULUM, GRADES 9–12

20 Most specific expectations are accompanied by examples and “sample questions”, as requested by educators. The examples, given in parentheses, are meant to clarify the requirement specified in the expectation, illustrating the kind of knowledge or skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The sample questions are meant to illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectation. Both the examples and the sample questions have been developed to model appropriate practice for the grade and are meant to serve as illustrations for teachers. Both are intended as suggestions for teachers rather than as exhaustive or mandatory lists. Teachers can choose to use the examples and questions that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province.

The diagram on page 22 shows all of the elements to be found on a page of curriculum expectations. THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

21 Each course in Indigenous studies is organized into several strands, labelled The overall expectations describe in general terms the A, B, C, and so on. knowledge and skills students are expected to demonstrate by the end of each course. Two to five overall expectations are provided for each strand in every course. The numbering of the overall expectations indicates the strand to which they belong (e.g., A1 through A3 are the overall expectations for strand A).

A numbered subheading introduces each overall expectation. The same heading is used to identify the group of specific expectations that relates to the particular overall expectation (e.g., “A1. The People and the Land” relates to overall expectation A1 for strand A).

The specific expectations describe the expected knowledge and skills in greater detail. The expectation number identifies the strand to which the expectation belongs and the overall expectation to which it relates (e.g., A1.1, A1.2, A1.3, and so on, relate to the first overall expectation in strand A). First Nations, Métis, and Inuit Studies

Sample questions illustrate the kinds of questions examples The help to clarify teachers might pose in the requirement specified in relation to the requirement the expectation and to suggest specified in the expectation. its intended depth and level They are illustrations only, of complexity. The examples not requirements. Sample are illustrations only, not questions follow the specific requirements. They appear in expectation and examples. parentheses and are set in italics. THE ONTARIO CURRICULUM, GRADES 9–12

22 DISCIPLINES, STRANDS, AND A SHARED PROCESS IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES CURRICULUM Individual courses in the First Nations, Métis, and Inuit studies curriculum are associated, to greater or lesser degrees, with particular disciplines and/or subjects in the Ontario curriculum, as indicated in the chart below. The brief introduction that precedes each course or set of courses in this document provides further information about the focus of the course or set of courses, the strand organization, and ideas, learning tools, and processes from the associated subject or discipline. Courses that are closely connected with a particular subject or discipline tend to rely more heavily on that discipline’s ideas, tools, and processes.

To better support the work of educators, the course introductions for courses that can be used to meet compulsory credit requirements – “Expressions of First Nations, Métis, and Inuit Cultures” (NAC1O) and “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” (NBE3U/3C/3E) – provide somewhat more detailed information about strands and disciplinary tools and processes.

In addition to disciplinary context, the course introductions provide critical information about First Nations, Métis, and Inuit cultural contexts, student well-being and cultural safety, ethics and engagement protocols, cultural appreciation and cultural appropriation, intellectual property, and the application of Indigenous methods and materials.

Course Associated discipline (NAC1O) Expressions of First Nations, Métis, and The arts (integrated arts) Inuit Cultures (NAC2O) First Nations, Métis, and Inuit in Canada Canadian and world studies (history) (NBE3U) English: Understanding Contemporary English First Nations, Métis, and Inuit Voices (NBE3C) English: Understanding Contemporary English First Nations, Métis, and Inuit Voices

(NBE3E) English: Understanding Contemporary English THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES First Nations, Métis, and Inuit Voices (NDA3M) Contemporary First Nations, Métis, Canadian and world studies (politics, and Inuit Issues and Perspectives economics, law) (NBV3C) World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada Social sciences and humanities (equity studies, philosophy, world (NBV3E) World Views and Aspirations of First religions) Nations, Métis, and Inuit Communities in Canada (NDW4M) Contemporary Indigenous Issues and Canadian and world studies (politics, Perspectives in a Global Context economics, law) (NDG4M) First Nations, Métis, and Inuit Canadian and world studies (law, Governance in Canada history, politics)

23 Strands The expectations in each First Nations, Métis, and Inuit studies course are organized into distinct but related strands. The strand organization may reflect the organization used in courses in the associated discipline. Strand organization may also be adapted or revised to reflect the themes and concepts that are uniquely associated with Indigenous approaches to the subject. In most courses, there is a strand that focuses on the research and inquiry process and/or relevant skill development for the subject. Information about the organi zation of strands in each course (or set of courses, such as the Grade 11 English courses) is provided in the introduction to the course or set of courses.

Research and Inquiry: A Shared Process Research and inquiry are at the heart of learning in all disciplines and subject areas. As in all areas, students in First Nations, Métis, and Inuit studies courses develop their ability to ask questions and to explore a variety of possible answers to those questions. As their skills develop, students are encouraged to respectfully engage with local First Nations, Métis, and/or Inuit partners such as knowledge keepers, Elders or Senators, community representatives, or other knowledgeable Indigenous individuals in the process of gathering and evaluating information to support their investigations. Students are required to reflect on what they have learned, how their knowledge and understanding have been formed, the perspective or perspectives that influence their interpretation of what they have learned, and what other resources they may need to consult to reach a fully informed conclusion.

While the research and inquiry process varies in certain respects from one discipline to another, some aspects or components of the process are shared across all disciplines. The following five components are usually in evidence, to differing degrees in different disciplines: • formulating questions • gathering and organizing information, evidence, and/or data • interpreting and analysing information, evidence, and/or data • evaluating information, evidence, and/or data and drawing conclusions • communicating findings and/or plans of action

Formulate Questions Students explore various issues, events, developments, and/or forms of cultural, artistic, or literary expression in order to identify the focus of their investigation. They formulate hypotheses, research questions, or thesis statements in order to develop criteria that they First Nations, Métis, and Inuit Studies

will use in evaluating data, evidence, and/or information; in making judgements, decisions, | or predictions; in reaching conclusions; and/or in solving problems or creative challenges.

Gather and Organize Students create research plans, develop research tools, and locate and select relevant sources of data, evidence, and/or information. They record their sources and organize the material to decide whether they have collected enough information for their inquiry. Students learn to identify the purpose, intent, and point of view of each source, and to determine if their sources are credible, accurate, reliable, and authentic. THE ONTARIO CURRICULUM, GRADES 9–12

24 Interpret and Analyse Students use a variety of tools to help them interpret and analyse the data, evidence, and/or information they gave gathered. They identify the key points or ideas in each source and analyse the importance for individuals and/or groups of the topic they are investigating. Students learn to detect any bias in individual sources and to determine whether all points of view are represented in the source materials as a whole, or which, if any, are missing.

Evaluate and Draw Conclusions Students synthesize data, evidence, and/or information and make informed, critical judgements. They make connections between different factors, ideas, and contexts, and to their own knowledge and experience, in order to reach conclusions about events, developments, issues, and/or forms of cultural, artistic, or literary expression. Students learn to support their conclusions with evidence and make predictions based on their data, evidence, and/or information.

Communicate As students communicate their findings, arguments, judgements, conclusions, and solutions, they use appropriate forms (e.g., oral, visual, written, kinaesthetic) for different audiences and purposes. They learn to cite sources using appropriate forms of documentation and to express their ideas clearly and logically. This set of skills also includes the ability to reflect on the research process in order to identify steps for improvement.

The Research and Inquiry Process THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

25 As they advance through the grades, students acquire the skills to locate and gather relevant information from a wide range of primary and secondary sources of information that include Indigenous knowledge sources. These primary sources may include, but are not limited to, sources such as Indigenous ecological knowledge, oral teachings, interviews with Indigenous individuals, songs, dances, traditional clothing, addresses and affirmations, symbols, material repositories of cultural knowledge such as wampum belts, creative literature, and works of art. Secondary sources of Indigenous knowledge may include, but are not limited to, books and articles by Indigenous authors, websites, documentaries by Indigenous filmmakers, and current newspapers and magazines produced by Indigenous organizations and/or communities. All these Indigenous knowledge sources enrich students’ investigations and deepen their understanding of the inquiry process.

The questioning students practised in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it with permission and in appropriate ways. Developing the ability to locate, question, and validate information allows a student to become an independent, lifelong learner.

The introductions that precede each course or set of courses in this document outline the unique aspects of the inquiry process in the discipline with which the course is associated. Skills and strategies for every stage of the process for each subject need to be taught explicitly. The type of questions asked, the information, evidence, and/or data gathered, and the analysis applied will vary by subject. It is important for teachers to understand that the inquiry process is not necessarily implemented in a linear fashion. For example, teachers may: • provide students with questions and ask them to gather and analyse information, evidence, and/or data to investigate them; • provide students with a piece of evidence and ask them to analyse it and to draw conclusions based on their analysis; • ask students to apply the entire inquiry process.

Students will use the applicable components of the process in the order most appropriate for them and for the task at hand, and not all investigations will involve all components. Moreover, there are different entry points within the process, and these may depend on student readiness. Prior knowledge, resources, and time may also be factors. Students will tend to move back and forth between the areas as they practise and refine their

First Nations, Métis, and Inuit Studies skills. In addition, each inquiry is unique and will require a particular mix and sequence

| of skills.

This flexibility and openness to a range of inquiry processes and ways of knowing is crucial to the First Nations, Métis, and Inuit studies curriculum. Throughout the inquiry process in all courses, students learn to apply the Indigenous research principles of intent, reciprocity, and respect and to acknowledge Indigenous ways of knowing and related protocols. It is essential that students: • articulate the motivations for and the consequences of their research projects; • engage in mutually respectful relationships as they locate and gather information; THE ONTARIO CURRICULUM, GRADES 9–12

26 • determine what knowledge may and may not be shared and seek permission as appropriate; • share the results of their investigations at all stages; and • acknowledge and honour their sources of information.

Students must be taught how to adhere to cultural protocols as they gather, organize, and interpret information; formulate conclusions and/or develop creative responses and expressions; and communicate and/or present the results.

It is also important to be aware that inquiries will not always result in one “right answer”. Rather, to assess the effectiveness of their investigations, students must develop the ability to reflect on their work throughout the inquiry process. Such reflection requires the ability to develop criteria that can be used, for example, to evaluate the relevance of their questions, the accuracy and strength of their evidence, the depth and logic of their analysis, and the strength of the support for their interpretation and conclusion. In the context of creative and critical analysis, in “Expressions of First Nations, Métis, and Inuit Cultures” (NAC1O), students also need to reflect on their responses to the work of others, including work by Indigenous creators, and to develop their ability to assess and communicate the qualities of their own and others’ works. Teachers demonstrate the skills needed for reflection, and provide opportunities for students to practise them, while encouraging students to continually reflect on their work.

Students are also engaged in aspects of communication throughout the inquiry process, as they ask questions, organize and analyse information, and critically evaluate their findings. The final communication of a student’s findings or creative process should take the form most suited to the nature of the inquiry, as well as to the intended audience, and should take the student’s learning style and strengths into account. THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

27 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

BASIC CONSIDERATIONS Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy. The policy aims to maintain high standards, improve student learning, and benefit students, parents, and teachers in elementary and secondary schools across the province. Successful implementation of this policy depends on the professional judgement5 of educators at all levels as well as on their ability to work together and to build trust and confidence among parents and students.

A brief summary of some major aspects of the current assessment, evaluation, and reporting policy, with a focus on policy relating to secondary schools, is given below. Teachers should refer to Growing Success for more detailed information.

Fundamental Principles The primary purpose of assessment and evaluation is to improve student learning.

The seven fundamental principles given below (excerpted from Growing Success, page 6) lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.

5. “Professional judgement”, as defined inGrowing Success (p. 152), is “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction”.

28 To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • are fair, transparent, and equitable; • support all students; • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Learning Skills and Work Habits The development of learning skills and work habits is an integral part of a student’s learning. To the extent possible, however, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills and work habits separately allows teachers to provide information to the parents and student that is specific to each of these two areas of achievement.

The six learning skills and work habits are responsibility, organization, independent work, collaboration, initiative, and self-regulation.

Content Standards and Performance Standards The Ontario curriculum for Grades 1 to 12 comprises content standards and performance ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT standards. Assessment and evaluation will be based on both the content standards and the performance standards.

The content standards are the overall and specific curriculum expectations identified in the curriculum documents for every subject and discipline.

The performance standards are outlined in the achievement chart, which is provided in the curriculum documents for every subject or discipline (see pages 32–33). The achievement chart is a standard province-wide guide and is to be used by all teachers as a framework within which to assess and evaluate student achievement of the expec tations in the particular subject or discipline. It enables teachers to make consistent judgements about the quality of student learning based on clear performance standards and on a body of evidence collected over time. It also provides teachers with a foundation for developing clear and specific feedback for students and parents.

29 The purposes of the achievement chart are to: • provide a common framework that encompasses all curriculum expectations for all courses across grades; • guide the development of high-quality assessment tasks and tools (including rubrics); • help teachers plan instruction for learning; • provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards; • establish categories and criteria with which to assess and evaluate students’ learning.

Assessment for Learning and as Learning Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to: • plan assessment concurrently and integrate it seamlessly with instruction; • share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; • gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; • use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; • analyse and interpret evidence of learning; • give and receive specific and timely descriptive feedback about student learning; • help students to develop skills of peer assessment and self-assessment. First Nations, Métis, and Inuit Studies

| Evaluation Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the course, often at the end of a period of learning. THE ONTARIO CURRICULUM, GRADES 9–12

30 All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses on students’ achievement of the overall expectations. Each student’s achievement of the overall expectations is evaluated on the basis of the student’s achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be accounted for in instruction and assessment but not necessarily evaluated.

Determining a report card grade involves the interpretation of evidence collected through observations, conversations, and student products (tests/exams, assignments for evaluation), combined with the teacher’s professional judgement and consideration of factors such as the number of tests/exams or assignments for evaluation that were not completed or submitted and the fact that some evidence may carry greater weight than other evidence.

Seventy per cent of the final grade (a percentage mark) in a course will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. Thirty per cent will be based on a final evaluation administered at or towards the end of the course.

Reporting Student Achievement The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points in the school year or semester. There are two formal reporting periods for a semestered course and three formal reporting periods for a non-semestered course. The reports reflect student achievement of the overall curriculum expectations, as well as development of learning skills and work habits.

Although there are formal reporting periods, communication with parents and students about student achievement should be continuous throughout the course, by means such as parent-teacher or parent-student-teacher conferences, portfolios of student work, student-led conferences, interviews, phone calls, checklists, and informal reports. Communication about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers to ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT establish plans for teaching, and assist parents in supporting learning at home.

THE ACHIEVEMENT CHART FOR FIRST NATIONS, MÉTIS, AND INUIT STUDIES The achievement chart identifies four categories of knowledge and skills and four levels of achievement in First Nations, Métis, and Inuit studies. An explanation of the components of the chart is provided on pages 34–36. (See also the section “Content Standards and Performance Standards”, on page 29.)

31 THE ACHIEVEMENT CHART: First Nations, Métis, and Inuit Studies, Grades 9–12

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) Categories* Level 1 Level 2 Level 3 Level 4 The student:

Knowledge of content (e.g., facts, terms, demonstrates demonstrates demonstrates demonstrates definitions, techniques, forms, conventions, limited some considerable thorough principles, technologies) knowledge of knowledge of knowledge of knowledge of content content content content

Understanding of content (e.g., concepts, demonstrates demonstrates demonstrates demonstrates ideas, theories, interrelationships, limited some considerable thorough procedures, processes, methodologies, understanding of understanding of understanding of understanding of relationship between theory and action) content content content content

Thinking – The use of critical and creative thinking skills and/or processes Categories Level 1 Level 2 Level 3 Level 4 The student:

Use of planning skills (e.g., identifying uses planning uses planning uses planning uses planning problems; formulating questions; generating skills with skills with skills with skills with ideas; gathering and organizing data, limited some considerable a high degree of evidence, and information; setting goals; effectiveness effectiveness effectiveness effectiveness focusing research; selecting strategies; using graphic organizers)

Use of processing skills (e.g., interpreting uses processing uses processing uses processing uses processing and analysing data, evidence, and skills with skills with skills with skills with information; synthesizing and evaluating limited some considerable a high degree of data, evidence, and information; analysing effectiveness effectiveness effectiveness effectiveness maps; revising and refining; detecting point of view and bias; formulating conclusions)

Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/ processes (e.g., applying concepts of creative thinking creative thinking creative thinking creative thinking disciplinary thinking; research and inquiry, processes with processes with processes with processes with problem-solving, and decision-making limited some considerable a high degree of processes; applying the design process; effectiveness effectiveness effectiveness effectiveness critiquing and reviewing)

Communication – The conveying of meaning through various forms Categories Level 1 Level 2 Level 3 Level 4

The student:

Expression and organization of ideas expresses and expresses and expresses and expresses and and information (e.g., clear expression, organizes ideas organizes ideas organizes ideas organizes ideas First Nations, Métis, and Inuit Studies

| logical organization) in oral, visual, and and information and information and information and information written forms and/or in art forms with limited with some with considerable with a high degree effectiveness effectiveness effectiveness of effectiveness

Communication for different audiences communicates communicates communicates communicates (e.g., peers, adults) and purposes (e.g., to for different for different for different for different inform, to persuade, to evoke an emotional audiences and audiences and audiences and audiences and or aesthetic response) in oral, visual, and purposes purposes purposes with purposes with a written forms and/or art forms with limited with some considerable high degree of effectiveness effectiveness effectiveness effectiveness THE ONTARIO CURRICULUM, GRADES 9–12

32 Categories Level 1 Level 2 Level 3 Level 4

The student:

Use of conventions (e.g., mapping and uses conventions, uses conventions, uses conventions, uses conventions, graphing conventions, communication vocabulary, vocabulary, vocabulary, vocabulary, conventions, literary conventions, research and terminology and terminology and terminology and terminology conventions, documentation conventions, with limited with some with considerable with a high degree narrative conventions, symbolic effectiveness effectiveness effectiveness of effectiveness representation, drama conventions), vocabulary, and terminology of the discipline in oral, visual, and written forms and/or art forms

Application – The use of knowledge and skills to make connections within and between various contexts Categories* Level 1 Level 2 Level 3 Level 4 The student:

Application of knowledge and skills applies applies applies applies (e.g., concepts, procedures, spatial skills, knowledge knowledge knowledge and knowledge and processes, methodologies, techniques, and skills in familiar and skills in familiar skills in familiar skills in familiar protocols, technologies, performance skills, contexts with contexts with contexts with contexts with interviewing skills) in familiar contexts limited some considerable a high degree of effectiveness effectiveness effectiveness effectiveness

Transfer of knowledge and skills transfers transfers transfers transfers (e.g., experiences, concepts, procedures, knowledge and knowledge and knowledge and knowledge and methodologies, technologies, theories) skills to new skills to new skills to new skills to new to new contexts contexts with contexts with contexts with contexts with limited some considerable a high degree of effectiveness effectiveness effectiveness effectiveness

Making connections within and makes connections makes connections makes connections makes connections between various contexts (e.g., between within and within and within and within and topics/issues being studied and everyday life; between various between various between various between various between disciplines; between past, present, contexts with contexts with contexts with contexts with and future contexts; in different spatial, limited some considerable a high degree of cultural, historical, or environmental effectiveness effectiveness effectiveness effectiveness contexts; when proposing and/or taking action to understand issues related to Indigenous communities and natural environments) ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

* Different First Nations, Métis, and Inuit studies courses require different types of knowledge and understanding, and not all the examples apply to all courses.

33 Categories of Knowledge and Skills The categories represent four broad areas of knowledge and skills within which the expectations for any given subject or course can be organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

The categories help teachers focus not only on students’ acquisition of knowledge but also on their development of the skills of thinking, communication, and application.

The categories of knowledge and skills are as follows:

Knowledge and Understanding. Subject-specific content acquired in each grade or course (knowledge), and the comprehension of its meaning and significance (understanding).

Thinking. The use of critical and creative thinking skills and/or processes.

Communication. The conveying of meaning and expression through various forms.

Application. The use of knowledge and skills to make connections within and between various contexts.

In all subjects and courses, students should be given numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four categories of knowledge and skills.

Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. The emphasis on “balance” reflects the fact that all categories of the achievement chart are important and need to be a part of the process of instruction, learning, assessment, and evaluation. However, it also indicates that for different courses, the relative importance of each of the categories may vary. The importance accorded to each of the four categories in assessment and evaluation should reflect the emphasis accorded to them in the curriculum expectations for the subject or course and in instructional practice.

Criteria and Descriptors To further guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors”. First Nations, Métis, and Inuit Studies

| A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the knowledge and skills that define the category. The criteria identify the aspects of student performance that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the First Nations, Métis, and Inuit studies curriculum, the criteria for each category are as follows:

Knowledge and Understanding • knowledge of content • understanding of content THE ONTARIO CURRICULUM, GRADES 9–12

34 Thinking • use of planning skills • use of processing skills • use of critical/creative thinking processes

Communication • expression and organization of ideas and information in oral, visual, and/or written forms and/or art forms • communication for different audiences and purposes in oral, visual, and/or written forms and/or art forms • use of conventions, vocabulary, and terminology of the discipline, subject, or research and inquiry process in oral, visual, and/or written forms and/or art forms

Application • application of knowledge and skills in familiar contexts • transfer of knowledge and skills to new contexts • making connections within and between various contexts

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.

Levels of Achievement The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving in specific areas, as necessary, if they are to be successful in a course in the next grade. ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Level 2 represents achievement that approaches the standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.

Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the course.

35 Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

36 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES

INSTRUCTIONAL APPROACHES Effective instruction is key to student success. To provide effective instruction, teachers need to consider what they want students to learn, how they will know whether students have learned it, how they will design instruction to promote the learning, and how they will respond to students who are not making progress.

When planning what students will learn, teachers identify the main concepts and skills described in the curriculum expectations, consider the contexts in which students will apply the learning, and determine students’ learning goals.

Instructional approaches should be informed by the findings of current research on instructional practices that have proved effective in the classroom. For example, research has provided compelling evidence about the benefits of the explicit teaching of strategies that can help students develop a deeper understanding of concepts. Strategies such as “compare and contrast” (e.g., through Venn diagrams and comparison matrices) and the use of analogy give students opportunities to examine concepts in ways that help them see what the concepts are and what they are not. Although such strategies are simple to use, teaching them explicitly is important in order to ensure that all students use them effectively.

A well-planned instructional program should always be at the student’s level, but it should also push them student towards their optimal level of challenge for learning, while providing the support and anticipating and directly teaching the skills that are required for success.

37 A Differentiated Approach to Teaching and Learning A differentiated approach to teaching and learning, as part of a framework for effective classroom practice, involves adapting instruction and assessment in response to differing student interests, learning preferences, and readiness in order to promote growth in learning.

An understanding of students’ strengths and needs, as well as of their backgrounds, life experiences, and possible emotional vulnerabilities, can help teachers identify and address the diverse strengths and needs of their students. Teachers continually build their awareness of students’ learning strengths and needs by observing and assessing their readiness to learn, their interests, and their learning styles and preferences. As teachers develop and deepen their understanding of individual students, they can respond more effectively to the students’ needs by differentiating instructional approaches – adjusting the method or pace of instruction, using different types of resources, allowing a wider choice of topics, even adjusting the learning environment, if appropriate, to suit the way their students learn and how they are best able to demonstrate their learning. Differentiation is planned as part of the overall learning design but also includes adaptations made during the teaching and learning process in response to assessment for learning. Unless students have an Individual Education Plan with modified expectations, what they learn continues to be guided by the curriculum expectations and remains the same for all students.

Lesson Design Effective lesson design involves several important elements. Teachers engage students in a lesson by activating their prior learning and experiences, clarifying the purpose for learning, and making connections to contexts that will help them see the relevance and usefulness of what they are learning. Teachers select instructional strategies to effectively introduce concepts, and consider how they will scaffold instruction in ways that will best meet the needs of their students. At the same time, they consider when and how to check students’ understanding and to assess their progress towards achieving their learning goals. Teachers provide multiple opportunities for students to apply their knowledge and skills and to consolidate and reflect on their learning. A three-part lesson design (e.g., “Minds On, Action, and Consolidation”) is often used to structure these elements.

Instructional Approaches in First Nations, Métis, and Inuit Studies Instruction in First Nations, Métis, and Inuit studies should help students acquire the knowledge, skills, and attributes they need in order to achieve the curriculum expectations and be able to think critically throughout their lives about issues related to art, literature, First Nations, Métis, and Inuit Studies

| and other forms of cultural expression; history, politics, law, and governance; cultural diversity and cultural identity; the environment; and Indigenous realities around the world. In First Nations, Métis, and Inuit studies, instruction is effective if it motivates students and instils positive habits of mind, such as curiosity and open-mindedness; a willingness to think, question, challenge, and be challenged; and an awareness of the value of listening or reading closely and communicating clearly. To be effective, instruction must be based on the belief that all students can be successful and that learning in First Nations, Métis, and Inuit studies is important and valuable for all students.

When planning a program in First Nations, Métis, and Inuit studies, teachers must take into account a number of important considerations, including those discussed below. THE ONTARIO CURRICULUM, GRADES 9–12

38 Student Attitudes and Interests Students’ views of and attitudes towards First Nations, Métis, and Inuit studies can have a significant effect on their achievement of expectations. To approach their investigations with an open and inquiring mind, students need to appreciate the relevance of their studies and to understand that the subject matter is more than a body of predetermined knowledge. Students must be given opportunities to use the research and inquiry process not only to uncover knowledge but also to construct understandings and develop their own positions on issues. Learning should be seen as a process in which students monitor and reflect on their development of knowledge, understanding, and skills.

The First Nations, Métis, and Inuit studies curriculum provides opportunities for teachers and students to select topics for investigation within the broad parameters of the expectations. Teachers can tailor topics to suit their students’ interests and readiness to address Indigenous perspectives and contributions to society at local, regional, national, and international levels. It is important that teachers plan their program or units with the end in mind, selecting culturally appropriate content, including issues and examples, and ensuring that students develop the knowledge, understanding, and skills to support this end.

Indigenous Expertise and Protocols Teachers can provide opportunities for Elders, Métis Senators, knowledge keepers, knowledge holders, residential school survivors and intergenerational survivors, and Indigenous experts in fields such as history, the environment, culture, governance, and law to offer their experience, skills, knowledge, and wisdom to benefit all students. Teachers ensure that the expertise of the community advisers they consult and/or invite into the classroom is well suited to the topic at hand, that cultural and engagement protocols are followed, and that community members are approached in a respectful and appropriate manner. Schools can contact their board’s Indigenous education lead or Indigenous Education Council, or a local Indigenous organization, for assistance in identifying experts in particular areas and determining the protocols for inviting them into the school or classroom.

It is essential that learning activities and materials used to support Indigenous education are authentic and accurate and do not perpetuate culturally and historically inaccurate ideas and understandings. It is important for educators and schools to select resources that portray the uniqueness of First Nations, Métis, and Inuit histories, cultures, perspec-

tives, and contributions authentically and respectfully. It is also important to select SOME CONSIDERATIONS FOR PROGRAM PLANNING resources that reflect local Indigenous communities as well as First Nations, Métis, and Inuit individuals and communities from across Ontario and Canada. Resources that best support Indigenous education feature Indigenous voices and narratives and are developed by, or in collaboration with, First Nations, Métis, and Inuit communities. Schools can contact their board’s Indigenous education lead for assistance in evaluating and selecting resources.

Connections to Current Events and Issues Teachers need to integrate current events and issues into their programs to help students make connections between what they are learning in class and local, regional, provincial, national, and global developments occurring beyond the classroom. Examining current events related to Indigenous histories, cultures, and realities helps students analyse

39 controversial issues, understand diverse perspectives, develop informed opinions, and build a deeper understanding of Indigenous contributions to the world in which they live. In addition, investigating current events will stimulate students’ interest in and curiosity about the world around them. The inclusion of current events in First Nations, Métis, and Inuit studies will ensure that their learning is engaging and relevant.

PLANNING FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAMS FOR STUDENTS WITH SPECIAL EDUCATION NEEDS Classroom teachers are the key educators of students with special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. Classroom teachers commit to assisting every student to prepare for living with the highest degree of independence possible.

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013) describes a set of beliefs, based in research, that should guide program planning for students with special education needs in all disciplines. Teachers planning First Nations, Métis, and Inuit studies courses need to pay particular attention to these beliefs, which are as follows: • All students can succeed. • Each student has their own unique patterns of learning. • Successful instructional practices are founded on evidence-based research, tempered by experience. • Universal design6 and differentiated instruction7 are effective and interconnected means of meeting the learning or productivity needs of any group of students. • Classroom teachers are the key educators for a student’s literacy and numeracy development. • Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs. • Fairness is not sameness.

In any given classroom, students may demonstrate a wide range of strengths and needs. Teachers plan programs that are attuned to this diversity and use an integrated process of assessment and instruction that responds to the unique strengths and needs of each student. An approach that combines principles of universal design and differentiated First Nations, Métis, and Inuit Studies

| instruction enables educators to provide personalized, precise teaching and learning experiences for all students.

6. The goal of Universal Design for Learning (UDL) is to create a learning environment that is open and accessible to all students, regardless of age, skills, or situation. Instruction based on principles of universal design is flexible and supportive, can be adjusted to meet different student needs, and enables all students to access the curriculum as fully as possible. 7. Differentiated instruction (DI), as discussed on page 38 of this document, is effective instruction that shapes each student’s learning experience in response to the student’s particular learning preferences,

THE ONTARIO CURRICULUM, GRADES 9–12 interests, and readiness to learn.

40 In planning First Nations, Métis, and Inuit studies courses for students with special education needs, teachers should begin by examining both the curriculum expectations in the course appropriate for the individual student and the student’s particular strengths and learning needs to determine which of the following options is appropriate for the student: • no accommodations8 or modified expectations; or • accommodations only; or • modified expectations, with the possibility of accommodations; or • alternative expectations, which are not derived from the curriculum expectations for a course and which constitute alternative programs and/or courses.

If the student requires either accommodations or modified expectations, or both, the relevant information, as described in the following paragraphs, must be recorded in their Individual Education Plan (IEP). More detailed information about planning programs for students with special education needs, including students who require alternative programs and/or courses,9 can be found in Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide, 2017 (Draft) (referred to hereafter as Special Education in Ontario, 2017). For a detailed discussion of the ministry’s requirements for IEPs, see Part E of Special Education in Ontario. (The document is available at www.edu.gov.on.ca/eng/ document/policy/os/onschools_2017e.pdf.)

Students Requiring Accommodations Only Some students with special education needs are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow the student with special education needs to access the curriculum without any changes to the course expectations. The accommodations required to facilitate the student’s learning must be identified in the student’s IEP (Special Education in Ontario, 2017, p. E38). A student’s IEP is likely to reflect the same accommodations for many, or all, subjects or courses.

Providing accommodations to students with special education needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

There are three types of accommodations: SOME CONSIDERATIONS FOR PROGRAM PLANNING • Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia. Some examples include the use of graphic organizers, photocopied notes, adaptive equipment, or assistive software. • Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.

8. “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or individualized equipment (see Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010, p. 72). 9. Alternative programs are identified on the IEP by the term “alternative (ALT)”.

41 • Assessment accommodations are changes in assessment procedures that enable the student to demonstrate their learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions. (See page E39 of Special Education in Ontario, 2017, for more examples.)

If a student requires “accommodations only” in First Nations, Métis, and Inuit studies courses, assessment and evaluation of their achievement will be based on the regular course curriculum expectations and the achievement levels outlined in this document. The IEP box on the student’s Provincial Report Card will not be checked, and no information on the provision of accommodations will be included.

Students Requiring Modified Expectations In First Nations, Métis, and Inuit studies courses, modified expectations for most students with special education needs will be based on the regular course expectations, with changes in the number and/or complexity of the expectations. Modified expectations must represent specific, realistic, observable, and measurable goals, and must describe specific knowledge and/or skills that the student can demonstrate independently, given the appropriate assessment accommodations.

It is important to monitor, and to reflect clearly in the student’s IEP, the extent to which expectations have been modified. The principal will determine whether achievement of the modified expectations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course. This decision must be communicated to the parents and the student.

Modified expectations must indicate the knowledge and/or skills that the student is expected to demonstrate and that will be assessed in each reporting period (Special Education in Ontario, 2017, p. E27). Modified expectations should be expressed in such a way that the student and parents can understand not only exactly what the student is expected to know or be able to demonstrate independently, but also the basis on which the student’s performance will be evaluated, resulting in a grade or mark that is recorded on the Provincial Report Card. The student’s learning expectations must be reviewed in relation to the student’s progress at least once every reporting period, and must be updated as necessary (Special Education in Ontario, 2017, p. E28).

If a student requires modified expectations in First Nations, Métis, and Inuit studies courses, assessment and evaluation of their achievement will be based on the learning expectations identified in the IEP and on the achievement levels outlined in this docu- First Nations, Métis, and Inuit Studies

| ment. If some of the student’s learning expectations for a course are modified but the student is working towards a credit for the course, it is sufficient simply to check the IEP box on the Provincial Report Card. If, however, the student’s learning expectations are modified to such an extent that the principal deems that a credit will not be granted for the course, the IEP box must be checked and the appropriate statement from Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010, pages 62–63, must be inserted. The teacher’s comments should include relevant information on the student’s demonstrated learning of the modified expectations, as well as next steps for the student’s learning in the course. THE ONTARIO CURRICULUM, GRADES 9–12

42 PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 26 per cent of the students in Ontario’s English- language schools is a language other than English. In addition, some students use varieties of English – also referred to as dialects – that differ significantly from the English required for success in Ontario schools. Many English language learners were born in Canada and have been raised in families and communities in which languages other than English, or varieties of English that differ from the language used in the classroom, are spoken. Other English language learners arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated educational systems, or they may have come from regions where access to formal schooling was limited.

When they start school in Ontario, many of these students are entering a new linguistic and cultural environment. All teachers share in the responsibility for these students’ English-language development.

English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to the classroom. These students’ linguistic and cultural backgrounds not only support their learning in their new environment but also become a cultural asset in the classroom community. Effective teachers find positive ways to incorporate this diversity into their instructional programs and into the classroom environment.

Most English language learners in Ontario schools have age-appropriate proficiency in their first language, as well as the appropriate literacy skills. Although they need frequent opportunities to use English at school, there are important educational and social benefits associated with continued development of their first language while they are learning English. Teachers need to encourage parents to continue to use their own language at home in rich and varied ways, not only to preserve the language as part of their children’s heritage and identity but also as a foundation for their language and literacy development in English. It is also important for teachers to find opportunities to bring students’ languages into the classroom, using parents and community members as a resource.

During their first few years in Ontario schools, English language learners may receive support through one of two distinct programs designed to meet their language-learning needs: SOME CONSIDERATIONS FOR PROGRAM PLANNING English as a Second Language (ESL) programs are for students born in Canada or newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools.

English Literacy Development (ELD) programs are primarily for newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools, and who arrive with significant gaps in their education. These students generally come from countries where access to education is limited or where there are limited opportunities to develop language and literacy skills in any language.

43 In planning programs for students with linguistic backgrounds other than English, teachers need to recognize the importance of the orientation process, understanding that every learner needs to adjust to the new social environment and language in a unique way and at an individual pace. For example, students who are in an early stage of English-language acquisition may go through a “silent period” during which they closely observe the interactions and physical surroundings of their new learning environment. They may use body language rather than speech or they may use their first language until they have gained enough proficiency in English to feel confident of their interpretations and responses. Students thrive in a safe, supportive, and welcoming environment that nurtures their self-confidence while they are receiving focused literacy instruction. When they are ready to participate, in paired, small-group, or whole-class activities, some students will begin by using a single word or phrase to communicate a thought, while others will speak quite fluently.

In a supportive learning environment, most students will develop oral language proficiency quite quickly. Teachers can sometimes be misled by the high degree of oral proficiency demonstrated by many English language learners in their use of everyday English and may mistakenly conclude that these students are equally proficient in their use of academic English. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes.

Responsibility for students’ English-language development is shared by all teachers, including the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the classroom. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include: • modification of some or all of the subject expectations so that they are challenging but attainable for the learners at their present level of English proficiency, given the necessary support from the teacher; • use of a variety of instructional strategies (e.g., small-group instruction; extensive use of visual cues, graphic organizers, and scaffolding; previewing of text; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages); • use of a variety of learning resources (e.g., visual material, simplified text, First Nations, Métis, and Inuit Studies

| bilingual dictionaries, materials that reflect cultural diversity); • use of assessment accommodations that support students in demonstrating the full range of their learning (e.g., provision of options for students to choose how they will demonstrate their learning; provision of additional time; use of oral or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Teachers need to adapt the program for English language learners as they acquire English proficiency. For English language learners at the early stages of English language acquisition, teachers are required to modify curriculum expectations as needed. Most English THE ONTARIO CURRICULUM, GRADES 9–12

44 language learners require accommodations for an extended period, long after they have achieved proficiency in everyday English.

When curriculum expectations are modified in order to meet the language-learning needs of English language learners, assessment and evaluation will be based on the documented modified expectations. Teachers will check the ESL/ELD box on the Provincial Report Card only when modifications have been made to curriculum expectations to address the language needs of English language learners (the box should not be checked to indicate simply that they are participating in ESL/ELD programs or if they are only receiving accommodations). There is no requirement for a statement to be added to the “Comments” section of the report cards when the ESL/ELD box is checked.

Although the degree of program adaptation required will decrease over time, students who are no longer receiving ESL or ELD support may still need some program adaptations to be successful.

For further information on supporting English language learners, refer to the following documents: • The Ontario Curriculum, Grades 9–12: English as a Second Language and English Literacy Development, 2007 • English Language Learners – ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007 • Supporting English Language Learners with Limited Prior Schooling: A Practical Guide for Ontario Educators, Grades 3 to 12, 2008 • Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, 2005.

ENVIRONMENTAL EDUCATION AND FIRST NATIONS, MÉTIS, AND INUIT STUDIES

Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things.

The education system will provide opportunities within the classroom and the community SOME CONSIDERATIONS FOR PROGRAM PLANNING for students to engage in actions that deepen this understanding.

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, 2009, p. 6

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of all Ontario students and promotes environmental responsibility in the operations of all levels of the education system.

The three goals outlined in Acting Today, Shaping Tomorrow are organized around the themes of teaching and learning, student engagement and community connections, and environmental leadership. The first goal is to promote learning about environmental issues and solutions. The second is to engage students in practising and promoting environmental

45 stewardship, both in the school and in the community. The third stresses the importance of having organizations and individuals within the education system provide leadership by implementing and promoting responsible environmental practices throughout the system so that staff, parents, community members, and students become dedicated to living more sustainably.

The First Nations, Métis, and Inuit studies curriculum offers many opportunities for accomplishing these goals. In all subjects of the program, students can be encouraged to explore a range of environmental issues. In Expressions of First Nations, Métis, and Inuit Cultures (NAC1O), for example, students explore various ways in which Indigenous artists analyse the relationship between humanity and the natural environment and reclaim a personal connection to the land through their art. In First Nations, Métis, and Inuit in Canada (NAC2O), students may investigate how First Nations communities put the principles of environmental sustainability and stewardship into practice, and make connections between environmental protection and responsible use of the natural environment. In English: Understanding Contemporary First Nations, Métis and Inuit Voices (NBE3U, NBE3C, and NBE3E), students explore various perspectives on the role of humanity within the natural world, as expressed in oral, written, and media texts.

A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education, Scope and Sequence of Expectations, 2017 – has been prepared to assist teachers in planning lessons that integrate environmental education with other subject areas. It identifies curriculum expectations and related examples and prompts in disciplines across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the environment. Teachers can use this document to plan lessons that relate explicitly to the environment, or they can draw on it for opportunities to use the environment as the context for learning. The document can also be used to make curriculum connections to school-wide environmental initiatives. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/teachers/enviroed/publications.html.

HEALTHY RELATIONSHIPS AND FIRST NATIONS, MÉTIS, AND INUIT STUDIES Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. First Nations, Métis, and Inuit Studies

| Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the school community.

Several provincial policies, programs, and initiatives, including Foundations for a Healthy School, the Equity and Inclusive Education strategy, and the Safe Schools strategy, are designed to foster caring and safe learning environments in the context of healthy and inclusive schools. These policies and initiatives promote positive learning and teaching environments that support the development of healthy relationships, encourage academic achievement, and help all students reach their full potential. THE ONTARIO CURRICULUM, GRADES 9–12

46 In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy Relationships, the Safe Schools Action Team confirmed “that the most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum” (p. 11). Teachers can promote this learning in a variety of ways. For example, by giving students opportunities to apply critical thinking and problem-solving strategies and to address issues through group discussions, role play, case study analysis, and other means, they can help them develop and practise the skills they need for building healthy relationships. Co-curricular activities such as clubs and intramural and interschool sports provide additional opportunities for the kind of interaction that helps students build healthy relationships. Teachers can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by taking advantage of “teachable moments” to address immediate relationship issues that may arise among students.

Also conducive to healthy relationships are the character traits, values, and habits of mind that are associated with responsible citizenship and outlined in the citizenship education framework (see page 11). Specifically, positive personal interactions are grounded in an understanding of rights, responsibilities, truth, fairness, and justice; in the ability to work collaboratively and cooperatively; and in empathy and respect for others. The integration of citizenship education into the First Nations, Métis, and Inuit studies curriculum provides students with multiple opportunities to develop these attributes, which will not only help them become responsible, active citizens but also support them in fostering healthy relationships within and beyond the classroom.

A climate of cooperation, collaboration, respect, inclusiveness, and open-mindedness is vital in the First Nations, Métis, and Inuit studies classroom, as students grow to appreciate the complexity of the issues, events, and developments they are investigating. Moreover, as they examine issues from multiple perspectives, students learn to respect different points of view. Students develop understanding and empathy as they analyse events and issues from the perspectives of Indigenous peoples in Canada or elsewhere around the world. The attitudes and attributes summarized in the citizenship education framework provide a foundation on which students can base their sense of their own identity and build and maintain healthy relationships. Students may also draw on these attributes to support and promote healthy, respectful relationships between Indigenous and non-Indigenous individuals, such as through active participation in groups that promote reconciliation and reciprocity. SOME CONSIDERATIONS FOR PROGRAM PLANNING

EQUITY AND INCLUSIVE EDUCATION IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM The Ontario Equity and Inclusive Education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of the strategy.

In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, creed, gender identity/expression,

47 gender, sexual orientation, socio-economic status, or other factors – are welcomed, included, treated fairly, and respected. Diversity is valued when all members of the school commu nity feel safe, welcomed, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high levels of achievement, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the broader society. Antidiscrimination education promotes equity, healthy relationships, and active, responsible citizenship.

Teachers can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethnocultural, religious, and racialized communities, and the beliefs and practices of First Nations, Métis, and Inuit communities, teachers enable students from a wide range of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the diversity of Ontario society. In addition, teachers should differentiate instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.

Interactions between the school and the community should reflect the diversity of both the local community and the broader society. A variety of strategies can be used to communicate with and engage parents and members of diverse communities, and to encourage their participation in and support for school activities, programs, and events. Family and community members should be invited to take part in teacher interviews, the school council, and the parent involvement committee, and to attend and support activities such as plays, concerts, co-curricular activities and events, and various special events at the school. Schools may consider offering assistance with child care or making alternative scheduling arrangements in order to help caregivers participate. Students can also help by encouraging and accompanying their families, who may be unfamiliar with the Ontario school system. Special outreach strategies and encouragement may be needed to draw in the parents of English language learners and First Nations, Métis, or Inuit students, First Nations, Métis, and Inuit Studies

| and to make them feel more welcomed in their interactions with the school.

The valuing of equity and inclusiveness is an element of the vision for all First Nations, Métis, and Inuit studies courses, and encouraging students to understand and value the diversity of Indigenous peoples, communities, and nations is therefore an important focus. The course expectations provide numerous opportunities for students to break through stereotypes to learn how the diverse beliefs, values, and traditions of Indigenous peoples are reflected in the community. Students also investigate various injustices and inequities experienced by Indigenous individuals, communities, and nations, but not through the lens of victimization. Rather, they examine ways in which individuals act or have acted as agents of change, and how they can serve as role models for responsible,

THE ONTARIO CURRICULUM, GRADES 9–12 active citizenship.

48 The course expectations contained in this document provide teachers with the opportunity to address a number of key issues related to equity, antidiscrimination, and inclusion. Among these are ways to educate students about the residential school system, treaties, and Indigenous peoples’ historical and contemporary contributions to Canadian society.

In the journey to reconciliation and healing, it is important that teachers of First Nations, Métis, and Inuit studies create an environment that will foster a sense of community. This will allow all students to think critically about issues of concern to Indigenous peoples, to build relationships based on trust and respect, and to deepen their understanding of Aboriginal rights, treaty relationships, cultures, languages, and perspectives.

FINANCIAL LITERACY IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010 (p. 4) sets out the vision that:

Ontario students will have the skills and knowledge to take responsibility for managing their personal financial well-being with confidence, competence, and a compassionate awareness of the world around them.

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast- changing financial world.

Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, students need to build knowledge and skills in a wide variety of areas. In addition to learning about the specifics of saving, spending, borrowing, and investing, students need to develop broader skills in problem solving, research and inquiry, decision making, critical thinking, and critical literacy related to financial issues, so that they can analyse and manage the risks that accompany various financial choices. They also need to develop an understanding of world economic forces and the effects of those forces at the local, national, and global level. In order to make wise choices, they will need to understand how such forces affect their own and their families’ economic and financial circumstances. Finally, to become responsible citizens in the global economy, they will need to understand the social, SOME CONSIDERATIONS FOR PROGRAM PLANNING environmental, and ethical implications of their own choices as consumers. For all of these reasons, financial literacy is an essential component of the education of Ontario students in a twenty-first century context – one that can help ensure that Ontarians will continue to prosper in the future.

The First Nations, Métis, and Inuit studies curriculum provides a number of opportunities for students to develop skills and knowledge related to financial literacy. For example, students may investigate specific economic issues that Indigenous communities face, as well as the financial strategies that local governing bodies have implemented to enhance community development. They may investigate financial aspects of First Nations, Métis, and Inuit agreements with governments in Canada, or of economic partnerships between Indigenous communities and business organizations. Students may examine not only

49 how diverse Indigenous individuals, communities, and nations have responded to local, regional, national, or global economic trends but also how they have influenced these trends.

A resource document – The Ontario Curriculum, Grades 9–12: Financial Literacy Scope and Sequence of Expectations – has been prepared to assist teachers in bringing financial literacy into the classroom. This document identifies the curriculum expectations and related examples and prompts, in disciplines across the Ontario curriculum, through which students can acquire skills and knowledge related to financial literacy. The document can also be used to make curriculum connections to school-wide initiatives that support financial literacy. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf.

LITERACY, CRITICAL LITERACY, AND MATHEMATICAL LITERACY IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES A vision of literacy for adolescent learners in Ontario schools might be described as follows: All students are equipped with the literacy skills necessary to be critical and creative thinkers, effective meaning-makers and communicators, collaborative co-learners, and innovative problem-solvers. These are the skills that will enable them to achieve personal, career, and societal goals.

Students, individually and in collaboration with others, develop skills in three areas, as follows: • Thinking: Students access, manage, create, and evaluate information as they think imaginatively and critically in order to solve problems and make decisions, including those related to issues of fairness, equity, and social justice. • Expression: Students use language and images in rich and varied forms as they read, write, listen, speak, view, represent, discuss, and think critically about ideas. • Reflection: Students apply metacognitive knowledge and skills to monitor their own thinking and learning, and, in the process, develop self-advocacy skills, a sense of self-efficacy, and an interest in lifelong learning.

As this vision for adolescent literacy suggests, literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Students need to learn to think,

First Nations, Métis, and Inuit Studies express, and reflect in discipline-specific ways. Teachers support them in this learning by

| not only addressing the curriculum expectations but also considering, and purposefully teaching students about, the literacy demands of the particular subject area. Literacy, critical literacy, and mathematical literacy are essential to students’ success in all subjects of the curriculum, and in all areas of their lives.

Many of the activities and tasks that students undertake in the First Nations, Métis, and Inuit studies curriculum support them in their ability to think, express, and reflect in discipline-specific ways. These include researching, participating in discussions, viewing media, communicating with words and with the body, connecting illustrations and text, exploring Indigenous world views and knowledge systems, developing a better THE ONTARIO CURRICULUM, GRADES 9–12

50 understanding by learning from the experiences of diverse Indigenous individuals, respectfully listening to knowledge through storytelling, role playing to create meaning through stories, and – especially important for kinesthetic learners – communicating through physical activity. Students use language to record their observations, to describe their critical analyses in both informal and formal contexts, and to present their findings in presentations and reports in oral, written, graphic, and multimedia forms. Understanding in First Nations, Métis, and Inuit studies requires the understanding and use of specialized terminology. In all First Nations, Métis, and Inuit studies courses, students are required to use appropriate and correct terminology, and are encouraged to use language with care and precision in order to communicate effectively.

The Ministry of Education has facilitated the development of materials to support literacy instruction across the curriculum in Grades 7–12. Helpful advice for effectively addressing the literacy demands of different curriculum areas, including First Nations, Métis, and Inuit studies, may be found in resource materials available in the literacy domain of the EduGAINS website, at www.edugains.ca/newsite/literacy/index.html.

Critical Thinking and Critical Literacy Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

Students use critical-thinking skills in First Nations, Métis, and Inuit studies when they assess, analyse, and/or evaluate the impact of something and when they form an opinion and support that opinion with a rationale. In order to think critically, students need to ask themselves effective questions in order to interpret information; detect bias in their sources; determine why a source might express a particular bias; examine the opinions, perspectives, and values of various groups and individuals; look for implied meaning; and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference.

Students approach critical thinking in various ways. Some students find it helpful to SOME CONSIDERATIONS FOR PROGRAM PLANNING discuss their thinking, asking questions and exploring ideas. Other students may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.

Critical literacy is the term used to refer to a particular aspect of critical thinking. Critical literacy involves looking beyond the literal meaning of a text to determine what is present and what is missing, in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critical literacy is concerned with issues related to fairness, equity, and social justice. Critically literate students adopt a critical stance, asking what view of the world the text advances and whether they find this view acceptable, who benefits from the text, and how the reader is influenced.

51 Critically literate students understand that meaning is not found in texts in isolation. People make sense of a text, or determine what a text means, in a variety of ways. Students therefore need to take into account: points of view (e.g., those of people from various cultures); context (e.g., the beliefs and practices of the time and place in which a text was created and those in which it is being read or viewed); the background of the person who is interacting with the text (e.g., upbringing, friends, communities, education, experiences); intertextuality (e.g., information that a reader or viewer brings to a text from other texts experienced previously); gaps in the text (e.g., information that is left out and that the reader or viewer must fill in); and silences in the text (e.g., the absence of the voices of certain people or groups).

In First Nations, Métis, and Inuit studies, students who are critically literate are able, for example, to actively analyse media messages and determine possible motives and underlying messages. They are able to determine what biases might be contained in texts, media, and resource material and why that might be, how the content of these materials might be determined and by whom, and whose perspectives might have been left out and why. Only then are students equipped to produce their own interpretation of an issue. Opportunities should be provided for students to engage in a critical discussion of “texts”, including books and textbooks, television programs, movies, documentaries, web pages, advertising, music, gestures, oral texts, newspaper and magazine articles, letters, cultural text forms, stories, and other forms of expression. Such discussions empower students to understand the impact on members of society that was intended by the text’s creators. Language and communication are never neutral: they are used to inform, entertain, persuade, and manipulate.

The literacy skill of metacognition supports students’ ability to think critically through reflection on their own thought processes. Acquiring and using metacognitive skills has emerged as a powerful approach for promoting a focus on thinking skills in literacy and across all disciplines, and for empowering students with the skills needed to monitor their own learning. As they reflect on their strengths and needs, students are encouraged to advocate for themselves to get the support they need in order to achieve their goals. In First Nations, Métis, and Inuit studies, metacognitive skills are developed in a number of ways. For example, in English: Understanding Contemporary First Nations, Métis, and Inuit Voices (NBE3U, NBE3C, NBE3E) students are required to identify and articulate the strategies they use to interpret text forms and to effectively communicate what they have learned. More broadly, in all courses in the program, students reflect on Indigenous ways of knowing and on the importance of identifying, understanding, drawing on, and acknowledging cognitive skills and strategies that are culturally diverse. Students learn First Nations, Métis, and Inuit Studies

| that different cultures gather and communicate knowledge in different ways, and that they have a responsibility to be aware of how their own cultural influences shape the skills and strategies they apply to learning.

Mathematical Literacy Some courses in the First Nations, Métis, and Inuit studies program also reinforce and enhance mathematical literacy. For example, creating and implementing surveys develops students’ skills in data management. Students may use calculations when interpreting the data they have gathered and graphing to report the results. In addition, clear, concise communication often involves the use of diagrams, charts, and tables. Links can also be THE ONTARIO CURRICULUM, GRADES 9–12

52 made between mathematical reasoning and activities such as using computer drawing programs to produce illustrations, interpreting map coordinates, composing music, or modifying digital imagery.

INTERNATIONALIZING THE CURRICULUM THROUGH INTERNATIONAL EDUCATION As the world becomes more interconnected, socially and economically, it is crucial for Ontario students to develop the skills, knowledge, attitudes, and attributes needed to become active and successful global citizens. International education exposes Ontario students to different cultures, languages, and ways of thinking, and fosters the development of global competencies that students need to navigate diverse cultures and societies. Ontario’s Strategy for K–12 International Education (2015) guides and supports Ontario educators in “internationalizing” the curriculum and the learning environment – that is, enhancing student learning through the integration of international, intercultural, and/or global perspectives, cultures, and experiences. The strategy presents a set of overarching goals for international education in Ontario schools, and is available on the ministry website, at www.edu.gov.on.ca/eng/policyfunding/strategyK12.pdf.

The First Nations, Métis, and Inuit studies curriculum provides opportunities to extend the classroom experience into a global context. There are more ways than ever before to reach out to other parts of the world. Students are encouraged to establish connections with First Nations, Métis, and Inuit studies programs and students in other communities and/or countries through the use of virtual classrooms and other media. As students benefit from opportunities to build their understanding of other cultures through personal experiences, they will be better equipped to challenge assumptions based on stereotypes and learn to see beyond their differences, cultivating intercultural friendships and networks that will continue beyond their school years.

THE ROLE OF THE SCHOOL LIBRARY IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM The school library program can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the First Nations, Métis, and Inuit studies

curriculum by encouraging students to read widely, teaching them to examine and read SOME CONSIDERATIONS FOR PROGRAM PLANNING many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.

The school library program enables students to: • develop a love of reading for learning and for pleasure; • develop literacy and research skills using non-fiction materials; • develop a critical appreciation of Indigenous literature, art, and other forms of cultural expression; • acquire an understanding of the richness and diversity of artistic and informational texts produced by Indigenous peoples in Canada and around the world;

53 • obtain access to programs, resources, and integrated technologies that support all curriculum areas; • understand and value the role of public library systems as a resource for lifelong learning.

The school library program plays a key role in the development of information literacy and research skills. Teacher-librarians, where available, collaborate with classroom or content-area teachers to design, teach, and provide students with authentic information and research tasks that foster learning, including the ability to: • access, select, gather, process, critically evaluate, create, and communicate information; • use the information obtained to explore and investigate issues, solve problems, make decisions, build knowledge, create personal meaning, and enrich their lives; • communicate their findings to different audiences, using a variety of formats and technologies; • use information and research with understanding, responsibility, and imagination.

In addition, teacher-librarians can work with teachers of First Nations, Métis, and Inuit studies to help students: • develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos, in order to access relevant information, databases, demonstrations, and a variety of performances; • design inquiry questions for research for First Nations, Métis, and Inuit studies projects; • create and produce single-medium or multimedia presentations.

Teachers of First Nations, Métis, and Inuit studies are also encouraged to collaborate with both local librarians and teacher-librarians in collecting digital, print, and visual resources (e.g., culture-specific image collections; informational and performance videos) that are culturally appropriate and relevant, as well as age and grade appropriate. Librarians may also be able to assist in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos).

Teachers need to discuss with students the concept of ownership of work and the importance of copyright in all forms of media. First Nations, Métis, and Inuit Studies

| THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning. ICT can help students not only to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings but also to make connections with other schools, at home and abroad, and to bring the global community into the local classroom. THE ONTARIO CURRICULUM, GRADES 9–12

54 The integration of information and communications technologies into the First Nations, Métis, and Inuit studies program represents a natural extension of the learning expectations associated with each course. ICT tools can be used in a number of ways: • In the research and inquiry process: ICT programs can help students throughout the research and inquiry process as they gather, organize, and analyse information, data, and evidence, and as they write, edit, and communicate their findings. • When developing spatial skills: Students can extract and analyse information using online interactive mapping and graphing programs. Such programs can help students organize and present information using maps and graphs. • As part of field studies: When engaging in a field study, such as a study of the impact of natural resource development on an Indigenous community, students can combine a number of ICT tools, such as the global positioning system (GPS), virtual field trip apps, and digital photography. • As simulations: Various simulation programs can provide hands-on visual engagement to support student learning, such as using carbon footprint calculators or ecology simulations in an investigation related to Indigenous perspectives on the environment. • When solving artistic challenges: Students will gain skills and knowledge related to the arts and cultural expressions through their use of current technologies. This may include notation, sequencing, and accompaniment software to support the process of composing, arranging, recording, and editing music; websites and graphic design software for use both as research tools and as creative media; lighting, sound, and stage technologies to facilitate drama productions and multimedia presentations; choreographic software to assist in dance compositions.

Whenever appropriate, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology to gain access to the websites or museums, galleries, archives, and heritage sites, and to databases of political, legal, and economic information in Canada and around the world. They can also use cloud/online data storage and portable storage devices to store information, as well as technological devices, software, and online tools to organize and present the results of their research and creative endeavours to their classmates and others.

Although the Internet is a powerful learning tool, there are potential risks attached to its

use. All students must be made aware of issues related to inaccurate information, Internet SOME CONSIDERATIONS FOR PROGRAM PLANNING privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred and discriminatory attitudes.

ICT tools are also useful for teachers in their teaching practice, both for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse student needs. A number of digital resources to support learning are licensed through the ministry; they are listed at www.osapac.ca/dlr/.

55 EDUCATION AND CAREER/LIFE PLANNING THROUGH THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES CURRICULUM The goals of the Kindergarten to Grade 12 education and career/life planning program are to: • ensure that all students develop the knowledge and skills they need to make informed education and career/life choices; • provide classroom and school-wide opportunities for this learning; and • engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning.

The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself – Who am I?; (2) exploring opportunities – What are my opportunities?; (3) making decisions and setting goals – Who do I want to become?; and, (4) achieving goals and making transitions – What is my plan for achieving my goals?

Classroom teachers support students in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills; explore subject-related education and career/life options; and become competent, self-directed planners. The First Nations, Métis, and Inuit Studies

| curriculum expectations in First Nations, Métis, and Inuit studies provide opportunities to relate classroom learning to education and career/life planning that will prepare students for success in school, work, and life.

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING Planned learning experiences in the community, including job shadowing and job twinning, work experience, and cooperative education, provide students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathway through secondary school and on to their postsecondary destination. Through experien-

THE ONTARIO CURRICULUM, GRADES 9–12 tial learning, students develop the skills and work habits required in the workplace and

56 acquire a direct understanding of employer and workplace expectations. In addition, experiential learning helps students develop self-knowledge and awareness of opportunities – two areas of learning in the education and career/life planning program outlined in Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools – Policy and Program Requirements, Kindergarten to Grade 12, 2013.

Experiential learning opportunities associated with various aspects of the First Nations, Métis, and Inuit studies curriculum help broaden students’ knowledge of themselves and of career opportunities in a wide range of fields, including arts and culture; education and community development; health sciences; social policy and research related to Indigenous issues; professional writing and communications; environmental industries such as water management or alternative energy development; public institutions such as government offices, libraries, museums, and archives; the public service; local not- for-profit organizations; global affairs; financial and law enforcement institutions; and the tourism industry.

Students may take the course “Cooperative Education Linked to a Related Course (or Courses)”, with a First Nations, Métis, and Inuit studies course as the related course, to meet the Ontario Secondary School Diploma additional compulsory credit requirements for Groups 1, 2, and 3.

Policies and guidelines regarding cooperative education in Ontario schools, including workplace opportunities such as job twinning, job shadowing, and work experience, are outlined in the 2018 cooperative education curriculum policy document, available on the ministry website, at www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html.

For guidelines to ensure the provision of Workplace Safety and Insurance Board (WSIB) coverage for students fourteen years of age or older participating work education programs (also known as experiential learning programs) in which they are considered workers but are not receiving wages, see Policy/Program Memorandum No. 76A, “Workplace Safety and Insurance Coverage for Students in Work Education Programs”, at www.edu.gov.on. ca/extra/eng/ppm/76a.html. Teachers should also make sure that students in work education or experiential learning programs meet the minimum age requirements set out in the Occupational Health and Safety Act (OHSA).

PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST HIGH SKILLS MAJOR SOME CONSIDERATIONS FOR PROGRAM PLANNING First Nations, Métis, and Inuit studies courses are well suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses in this curriculum can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training. First Nations, Métis, and Inuit studies courses can also serve as the in-school link with cooperative education credits that provide the workplace experience required not only for some SHSM programs but also for various program pathways to postsecondary education, apprenticeship training, and workplace destinations.

57 HEALTH AND SAFETY IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM As part of every course, students must be made aware that health and safety are everyone’s responsibility – at home, at school, and in the workplace. Students must be able to demonstrate knowledge of the equipment being used and the procedures necessary for its safe use. Teachers must model safe practices at all times and communicate safety requirements to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.

Concern for safety should be an integral part of instructional planning and implementation. Teachers should follow board safety guidelines to ensure that students have the knowledge and skills needed for safe participation in all learning activities. Wherever possible, potential risks must be identified and procedures developed to prevent or minimize incidents and injuries. In a safe learning environment, the teacher will: • be aware of up-to-date safety information; • plan activities with safety as a primary consideration; • observe students to ensure that safe practices are being followed; • have a plan in case of emergency; • show foresight; • act quickly.

Health and safety issues not usually associated with First Nations, Métis, and Inuit studies education may be important when the learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.

ETHICS IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM The First Nations, Métis, and Inuit studies curriculum provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. Students may make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students determine which factors they should consider when making such judgements. It is crucial that First Nations, Métis, and Inuit Studies

| teachers provide support and supervision to students throughout the research and inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and that they address such concerns in acceptable ways. Teachers may supervise students’ use of surveys and/or interviews, for example, to confirm that their planned activities will respect the dignity, privacy, and confidentiality of their participants. When students’ activities involve Indigenous communities and/or individuals, teachers need to ensure the appropriate use and protection of Indigenous knowledge. Teachers also supervise the choice of the research topics to prevent students from being inadvertently exposed to information and/or perspectives for which they are not emotionally or intellectually prepared, such as an investigation using personal interviews that could lead to the disclosure of abuse or other sensitive topics. THE ONTARIO CURRICULUM, GRADES 9–12

58 Teachers must thoroughly address the issues of plagiarism and appropriation of Indigenous culture with students. In a digital world that provides quick access to abundant information, it is very easy to copy the words, music, or images of others and present them as one’s own. Even at the secondary level, students need to be reminded of the ethical issues relating to plagiarism and appropriation. Both blatant and nuanced forms of plagiarism and appropriation, as well as the consequences of engaging in them, should be clearly discussed before students engage in an inquiry. Students often struggle to find a balance between creating works in their own voice or style and acknowledging the work of others in the field. Merely telling students not to plagiarize or appropriate others’ work, and admonishing those who do, is not enough. Teachers need to explicitly teach all students in First Nations, Métis, and Inuit studies classes how to use their own voice or style while appropriately acknowledging the works of others using accepted forms of documentation. SOME CONSIDERATIONS FOR PROGRAM PLANNING

COURSES

Course Introduction

Expressions of First Nations, Métis, and Inuit Cultures, Grade 9

Open (NAC1O)

OVERVIEW “Expressions of First Nations, Métis, and Inuit Cultures” focuses on both art appreciation and art creation. It allows students to analyse First Nations, Métis, and Inuit works in the various arts and, acting ethically and responsibly, to create art works and/or productions that integrate aspects of these disciplines. This course encourages creative expression and fosters the development of skills and knowledge that prepare students for lifelong learning and participation in the arts and arts-related activities. Students will explore creative challenges through the use of elements, principles, materials, techniques, and tools associated with two or more arts disciplines, including dance, drama, media arts, music, and visual arts. Students also explore the functions of, influences on, and impact of art works from various disciplines and from several different First Nations, Métis, and Inuit cultures.

Art making is central to many Indigenous cultures, often, though not exclusively, as a means to communicate cultural and spiritual values. While art works have aesthetic qualities, their aesthetic purpose may be no more significant than their spiritual, cultural, or material function. Dance and song, for example, can be understood not only as arts disciplines but also as cultural text forms whose purpose may be to promote healing, express reverence, or settle disputes. Similarly, beadwork is an art form with aesthetic value, but its use on traditional clothing may also communicate the wearer’s spiritual identity. Contemporary First Nations, Métis, and Inuit artists often, though not exclusively, use art as a means to communicate political and social messages, to affirm individual or collective Indigenous identity, and/or to express and promote cultural renewal.

The art forms, genres, styles, and techniques taught in NAC1O are rooted in richly diverse First Nations, Métis, and Inuit histories, perspectives, and cultures. They represent various ways of knowing and different forms of communication, providing students with opportunities to develop their understanding of the artistic languages used in art forms from these cultures, as well as to communicate that understanding. The various arts disciplines are therefore a vital component of literacy education, promoting literacies that contribute to students’ ability to explore, negotiate, communicate, interpret, and make sense of the changing realities of contemporary culture and society. Education in First Nations, Métis,

63 and Inuit arts not only deepens students’ understanding and appreciation of Indigenous art making, both past and present, but also prepares them to be active participants in bringing about social change by supporting reconciliation and promoting mutually respectful relationships.

STRANDS The expectations in NAC1O are organized into four distinct but related strands:

A. Artistic Expression and First Nations, Métis, and Inuit World Views Students develop their understanding of how various art forms and arts disciplines are used to express and reflect the key concept areas associated with First Nations, Métis, and Inuit cultures: relationships, identities, and self-determination.

B. Creating and Presenting Students apply the creative process (see page 65) to create art works/productions using materials and elements and/or principles from one or more arts disciplines. Students use technologies, tools, and techniques associated with these disciplines to create, modify, present, and promote art works/productions ethically and responsibly, drawing on their exploration of diverse Indigenous perspectives while respecting cultural protocols.

C. Foundations In this strand, students use the critical analysis process (see page 65) to develop their understanding of and appreciation for First Nations, Métis, and Inuit works from various arts disciplines, and learn to use appropriate terminology to refer to elements, principles, and other key concepts related to those disciplines. Students explore past and present themes and influences in First Nations, Métis, and Inuit art making, as well as conventions and ethical considerations (e.g., cultural protocols, permission, cultural appropriation) associated with creating and experiencing different types of art works/productions.

D. Art and Society In this strand, students develop their understanding of and appreciation for the historical and contemporary social contexts of a variety of Indigenous art forms. Students examine the role of art in promoting renewal and healing in First Nations, Métis, and Inuit communities and reconciliation in dialogue with non-Indigenous communities, generating a deeper understanding of themselves and the communities in which they live. First Nations, Métis, and Inuit Studies

| KEY PROCESSES IN THE ARTS Key processes are described in detail, with accompanying graphics and discussions of other relevant topics, in The Ontario Curriculum, Grades 9 and 10: The Arts, 2010. What follows below is a brief discussion of the key processes in the context of the present course. Teachers will find it helpful to consult the broader discussions provided in the front matter of the arts curriculum document.

Students use the creative and critical analysis processes, which involve critical thinking and inquiry skills and processes, to develop their ability to resolve artistic challenges and respond meaningfully to the artistic productions of others. THE ONTARIO CURRICULUM, GRADES 9–12

64 The Creative Process Students are expected to learn and use the creative process to help them acquire and apply knowledge and skills in the arts. Use of the creative process is to be integrated with use of the critical analysis process as students work to achieve the expectations in the four strands.

Creativity involves innovation: developing new thinking and integrating it with existing knowledge. Sometimes the creative process is more about asking the right questions than about finding the right answer. Teachers need to create a learning atmosphere that encourages both spontaneity and deliberate, focused effort to help students cultivate creativity as they develop the skills involved in art making. A setting that is conducive to creativity is one in which students are not afraid to suggest alternative ideas and take risks.

The creative process comprises several stages: • challenging and inspiring • imagining and generating • planning and focusing • exploring and experimenting • producing preliminary work • revising and refining • presenting and performing • reflecting and evaluating

As students and teachers become increasingly familiar with the creative process, they are able to move consciously between the stages in a flexible and cyclical manner, varying the order of the stages as appropriate. For example, students may benefit from exploring and experimenting before planning and focusing.

Students will sometimes complete all the stages of the creative process; at other times they may reach only the exploration and experimentation stage, which research clearly shows is critical in the development of creative thinking skills. Students should be encouraged to experiment ethically and responsibly with a wide range of materials, tools, techniques, and conventions, and should be given numerous opportunities to explore and manipulate the elements of each art form.

Ongoing feedback and structured opportunities for students to engage in reflection are woven into each stage of the creative process. Assessment by both teacher and student is used to enhance students’ creativity and support their development and achievement in the arts. As students progress through the process of solving an artistic problem, communication and reflection help them to see the problem from different perspectives and COURSE INTRODUCTION: NAC1OCOURSE INTRODUCTION: to articulate and refine their thinking in response.

The Critical Analysis Process The critical analysis process involves critical thinking: questioning, evaluating, making rational judgements, finding logical connections, and categorizing. Critical thinking also requires openness to other points of view, including the rich diversity of First Nations, Métis, and Inuit perspectives. Students need to be taught that works of art are not created in a vacuum; they reflect the personal, cultural, social, and historical context of the artists.

65 Using the critical analysis process will enable students to: • respond knowledgeably and sensitively to their own works, those of their peers, and works created by First Nations, Métis, and Inuit artists in different arts disciplines; • make connections between their own experience and art works/productions, between different art forms, and between the art and lives of Indigenous individuals and communities; • interpret how the elements of each art form contribute to meaning in works in dance, drama, media arts, music, and visual arts created by First Nations, Métis, and Inuit artists; • develop, share, and justify an informed point of view about Indigenous art works/ productions; • demonstrate awareness of and appreciation for the importance of Indigenous dance, drama, media arts, music, and visual arts in society; • demonstrate appreciation appropriately as audience members in formal and informal settings, including settings focused on Indigenous art works/productions (e.g., at peer performances and in community spaces, arts institutions, galleries, concert halls, and theatres).

Teachers can set the stage for critical response and analysis by creating a culturally safe and reassuring learning environment in which students feel free to experiment with new or alternative approaches and ideas. This is a good opportunity to remind students that different people may respond to the same work in different ways. While students may lack background information about specific Indigenous artists, aspects of art history, and contemporary artistic practices, their own life experience, knowledge of Indigenous perspectives, intuition, ideas, and critical and creative thinking abilities are important and relevant.

The critical analysis process includes the following aspects: • initial reaction • analysis and interpretation • consideration of cultural context • expression of aesthetic judgement • ongoing reflection

Initial Reaction First Nations, Métis, and Inuit Studies

| If students cannot easily explain their first impressions, teachers can ask questions such as the following to help them move beyond overly simple value judgements: • What image, idea, or event does this work bring to mind? • What does this movement suggest to you? • What emotions do you feel as you experience this work? • What puzzles you? What would you like to ask the artist? • What does this work remind you of in your own experience? • How do you think this work is connected to other art forms?

Students need to be reassured that there are no wrong answers if their responses are sincere. THE ONTARIO CURRICULUM, GRADES 9–12

66 Analysis and Interpretation As part of analysis, students try to figure out what an artist has done to achieve certain effects. Students might want to refer back to their first impressions, such as an impression of liveliness, and then analyse how the artist’s use of the elements, principles, materials, and/or concepts specific to the art form provoked their response. Teachers should encourage students to describe and explain how the individual elements have been used and how they relate to each other. Students can also analyse the overall characteristics and compositional features of the work (e.g., how the artist uses and manipulates various sounds, movements, or images).

As students move towards interpretation they connect their new learning about Indigenous perspectives, identities, and experiences with the characteristics found in the art work. This stage requires the use of higher-order thinking skills, as students go beyond free association to combine associations based on evidence found in the work. As in the “initial reaction” stage, there are no wrong answers.

Activities such as discussing interpretations in a small group, writing an artist’s statement, keeping a reflective journal, working independently on a written analysis, or preparing notes for an oral presentation or a visit with an Indigenous artist may all be part of this stage.

Sample guiding questions might include: • What did you intend to communicate in your art work/production, and why? • What elements, principles, and/or conventions of the art form are used in this work by a First Nation, Métis, or Inuit musician, fashion designer, illustrator, choreographer, playwright, media artist, or visual artist? • In what ways did the artist select and combine elements of Indigenous histories, perspectives, or cultures in this work? How can you assess whether the artist’s process was ethical and responsible? • What is the theme, subject, or message of the work? • Why do you think the artist created this work? • What cultural, political, social, or personal view of the world do you think the artist has? • How does this view match or contrast with your own view of the world?

The types of questions asked will vary with the art works/productions being discussed.

Consideration of Cultural Context As part of the critical analysis process, students develop an understanding of First Nations, Métis, and Inuit works of art in their cultural context. Students need to understand how artists’ cultural, spiritual, and individual identities, as well as aspects of their NAC1OCOURSE INTRODUCTION: personal lives, can shape their work.

Sample guiding questions might include: • How has the artist’s cultural or spiritual identity influenced this work? • What artistic traditions of the artist’s Indigenous community can you identify in this work? • What events in the artist’s life may have affected the creation of the work?

67 Students may also conduct their own inquiry-based research to extend their understanding of art works/productions in context, or teachers can support them in investigations into the following: • the similarities and differences between historical and contemporary art works/ productions from the same cultural group • examples of other works created by artists from the same cultural group • the initial reception of the work by Indigenous and non-Indigenous critics and audiences • the responsibility of an audience, including the individual’s responsibility to acknowledge any personal or cultural biases that may influence their response to a work

Expression of Aesthetic Judgement Students compare their perception of the art work after reflection and analysis to their initial reaction and make connections to other art works/productions they have experienced.

Sample guiding questions might include: • How effectively does the artist select and combine elements to achieve an intended effect in this work? • In your opinion, what doesn’t work, and why? • Has your point of view shifted from your initial reaction? If so, how and why has it changed? • In what ways does the artist evoke joy, sadness, resilience, or other emotions in this work?

Ongoing Reflection Reflection occurs throughout the critical analysis process, whether students are examining their own works or the works of others.

Sample guiding questions to help students in reflecting on a work of their own might include: • In what ways do you think your work is successful? • How did you ethically and respectfully incorporate new learning into your work? What Indigenous cultural protocols did you follow, and how did that influence your work? First Nations, Métis, and Inuit Studies

| • In what ways would you change the work to improve it? • How did your work affect the audience? Was it the way you intended? • How would you alter this work for a different audience, or to send a different message? THE ONTARIO CURRICULUM, GRADES 9–12

68 Expressions of First Nations, Métis, and Inuit Cultures, Grade 9

Open NAC1O

This course explores various arts disciplines (dance, drama, installation and performance art, media arts, music, storytelling, utilitarian or functional art, visual arts), giving students the opportunity to create, present, and analyse art works, including integrated art works/ productions, that explore or reflect First Nations, Métis, and Inuit perspectives and cultures. Students will examine the interconnected relationships between art forms and individual and cultural identities, histories, values, protocols, and ways of knowing and being. They will demonstrate innovation as they learn and apply art-related concepts, methods, and conventions, and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to creative arts challenges.

Prerequisite: None

69 70 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open A3. A2. A1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS A1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS A. A1. Elder, MétisSenator, knowledgekeeper, or “Why shouldyouseekadvice from alocal plants required tomakeasweetgrassbasket?” ecosystem mightyoufindthe indigenous Métis, orInuitartworks?”“In whatregional using regionally specificmaterial inFirstNations, Sample questions:“Whatisthesignificanceof to theirspecificgeographicorigins) Inuit drummingandsingingstylesvaryaccording refer tolocalIndigenousecologicalknowledge; Métis beadworkandsilk-threadembroideryoften mask makerisassociated;floraldesignsintraditional in maskmakingreflecttheregionwithwhich the or describeparticularterritories;thematerialsused stories andsongsoftenaddressthelanddirectly Northern, Southern, West Coast, EastCoast;oral styles ofdanceareoftenidentifiedregionallyas events thathappenedwheretherocks arelocated; (e.g., chiselled rock androck paintingsdepict evidence from avarietyofregions andcultures territories nowcalledCanada,drawingon arts disciplinesare connectedtothetraditional

how self-determination is expressed through various art forms and arts disciplines. arts and forms art various through expressed is how self-determination world Inuit Nations, and First Métis, in views, analysing nationhood self-governance, and Self-Determination and Nationhood: through various art forms and arts disciplines; world Inuit Nations, and First how expressed Métis, in is identities identity views, analysing Identities: arts disciplines; and forms art various through expressed are land to the connections personal and how spiritual world world Inuit Nations, and First natural Métis, people, in the and views, land, analysing the of interconnectedness spiritual of the understanding an demonstrate People Land: The the and

analyse howFirstNations,Métis,andInuit The PeopleandtheLand ARTISTIC EXPRESSION AND ARTISTIC AND INUIT WORLD VIEWS AND FIRST NATIONS, MÉTIS, demonstrate an understanding of the role of spiritual, individual, gender, individual, role of of the collective spiritual, and understanding an demonstrate demonstrate an understanding of the role of of the sovereignty, understanding an demonstrate A1.2 Inuit perspectives?” arts disciplinesfrom FirstNations,Métis,or knowledge, skills,andattitudeasyouexplore within traditionalterritories,enhanceyour as aconnectiontothenaturalworldlocated might land-basedteachingconcepts,such Indigenous land-basededucation?How from thelandinyourartworks?”“Whatis knowledge holderwhenutilizingmaterials in theindividual quiltblocks?”“Whatisthe Quilt represent? Whatthemesare expressed included intheNativeWomen’s Trail ofTears Sample questions:“Whatdothesymbols inform artisticexpression spiritual andpersonalconnections totheland different artworks/productions toanalysehow the land),drawingonevidencefrom several the spiritualconnectionbetweenpeopleand responsible landuse, thesacrednessofland, the impactofclimatechange, theimportanceof moon, thesun, feathers, flowers, water; themes: sign, theinukshuk, trees, birds, antlers, Earth, the art forms(e.g., symbols:thecircle, theinfinity natural worldinFirstNations,Métis,andInuit symbols andthemesrelated tothelandand

identify andexplainavarietyofrecurrent

main theme of The Jerusalem Series, by Daphne of environmental sustainability? How does the Odjig? Why do you think an Israeli airline art work reclaim a connection to traditional commissioned an Odawa/Potawatomi artist to migratory practices?” depict the holy city of Jerusalem? How do the Expressions of First Nations, Métis, prints reflect a First Nations perspective of the land?” “What specific connections does Susan A2. Identities Point’s Cedar Connection carving make between By the end of this course, students will:

the land, sea, and sky and traditional Salish and Inuit Cultures culture? In your opinion, how does the work A2.1 analyse the role of spiritual identity in First express a spiritual dimension?” “How does Nations, Métis, and Inuit world views, drawing Mathew Nuqingaq use symbols of Inuit land on evidence from several different art forms in his silver jewellery design?” and arts disciplines (e.g., Inuit drum dancing expresses the spiritual nature of the performer’s A1.3 analyse the relationship between human identity; beliefs about transformation between society and the natural world expressed by spirit forms, or identities, are embodied in copper precontact First Nations and Inuit artists and and silver carvings of birds with human features; early Métis artists, drawing on evidence from radiating lines incorporated in stone and bone several different art forms (e.g., Tsimshian carved carvings represent the connections between humans red cedar totem poles connected family history and spiritual forces, conveying the spiritual nature with symbolic animal forms; an Inuit qilaut, or of humankind; a variety of art forms use circles caribou-skin drum, was played to accompany to represent the interconnection of the human life drum dancing at gatherings to mark the changing

cycle and other natural life cycles and to remind of the seasons) individuals to strive for spiritual balance in all Sample questions: “How were the seal and the aspects of their existence; symbolic spiritual helpers, caribou viewed in Inuit culture? How did Inuit such as the thunderbird, are depicted in the art use the different parts of a variety of animals in forms of many cultures) NAC1O traditional art forms? How did this use reflect Sample questions: “What is spiritual identity? the values of reciprocity and mutual respect?” How does your experience of First Nations, “How did song and ritual play an important Métis, and Inuit art forms help you understand part in communicating reciprocity and mutual the concept of spiritual identity? Why do you respect to the spirit of the caribou?” think art is central to the expression of First Nations, Métis, and Inuit spiritual identities?” A1.4 identify and explain various ways in which “Why is the circle a dominant symbol in First First Nations, Métis, and Inuit artists are Nations cultural art forms? What other symbols reclaiming a personal connection to the land represent the belief, prevalent in many First

and/or the natural world through their work, Nations world views, that all of creation is VIEWS WORLD INUIT AND MÉTIS, NATIONS, FIRST AND EXPRESSION ARTISTIC drawing on evidence from specific art works connected to a spiritual life force?” (e.g., Amanda Strong draws a parallel between her own existence and the tenacious but fragile life of A2.2 describe various ways in which materials, the honey bee in her 2009 short filmHoney for colours, and symbols are used in First Nations, Sale; Jordan Bennett establishes links to the land Métis, and Inuit art forms to express aspects of by including walnut, oak, and spruce in his 2010 individual and/or collective identity, analysing interactive sculptural sound work Turning Tables; some regional and cultural similarities and in his collaborative art project Anishnaabensag differences (e.g., materials: members of the Biimskowebshkigewag (Native Kids Ride Bear clan may use bear hide and claws in clothing Bikes), Dylan Miner uses the bicycle to evoke the designs; the use of birch bark and/or birch bark Red River cart, symbolizing Métis migrations designs in various art forms may represent the across illegitimate national borders) artist’s affiliation with a Woodland nation; the Sample questions: “How does the work of incorporation of whale bone into traditional regalia Inuk artist Kenojuak Ashevak demonstrate the may reflect the artist’s Arctic or Northwest origins; connection of Inuit, both past and present, to colours: colour variations and weaving styles are the land?” “How did Terry Haines use video used in Métis sashes to represent specific families documentation to reflect the link between land and communities; blue is associated with women and cultural survival in his 2013 work Coyote X?” in traditional Plains hide paintings; specific colours “How would you describe Métis artist Dylan used in beadwork are associated with the wearer’s Miner’s Anishnaabensag Biimskowebshkigewag unique and inherent gifts; symbols: arrows, serpents, (Native Kids Ride Bikes) project within the context floral designs, land formations, and water signs often reflect the elements and characteristics of an individual’s spirit name)

71 72 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open A2.3 * A2.4 provide orconnectstudents withappropriate emotionalsupports. Certain topics may trigger an emotional response due to the sensitivity of the subject matter. It may be necessary to necessary be may It matter. subject the of sensitivity Certain topicsmay triggeranemotionalresponse duetothe Isuma Productionsuseshigh-definition videoand and placesrepresented;Inuitmedia artcollective names, locations, anddetails of theindividuals the subjectsofhistoricalimages byrecordingthe Nations communitiestosymbolicallyrepatriate Rediscovery invitedmembersofvariousFirst graphic exhibitionLostIdentities: A Journeyof cant role inmany Inuitculturalexpressions?” walrus, whales,seals,andbirds playasignifi- used bycontemporaryInuitartists?Whydo are theysimilartoordifferent from materials were traditionallyusedbyInuitartistsandhow culturalidentity?”“Whatmaterials presenter’s her regalia? How didtheregalia reflect the presenter assigntothespiritcoloursofhisor or spiritualsignificancedidtheFirstNation Nations culturalexpressions?” “Whatcultural turtles playasignificant role inmanyFirst “Why dothesun,moon,stars,fish,bears,and might youexplainsomeofthesedifferences?” from region toregion across Canada?How First Nations,Métis,andInuitartistsdiffer Sample questions:“Howdosymbolsusedby to liveasanAnishinaabekwe;thetravellingphoto by Indigenousmusicianstoexpresswhatitmeans sets herpoemsandspoken-wordnarrativestomusic First NationpoetLeanneSimpsoncollaboratively society fromaFirst Nationsperspective;Alderville search foridentitywithincontemporaryurban uses stop-motionanimationtoexploretheindividual (e.g., Métis/AlgonquinfilmmakerMichelle Latimer identity, decolonization,andculturalcontinuity support Indigeneity, collectiveand/or cultural and Inuitartistsusemediaartstoexpress and Mohawks inBeehivestodocumentanactof in ShelleyNiro’s 1991photographicseries gender roles (e.g., describethetechniques used or communicateamessageaboutgenderand selected bytheartist(s)toexpress aperspective and Inuitartworks/productions havebeen techniques usedinvariousFirstNations,Métis, production ofthework?” Sisters? Howdidsocialmediaplayarole inthe women intheartinstallationWalking withOur a symbolofmissingandmurdered Indigenous Why doyouthinkthismaterialwasselectedas Sample questions:“Whatisamoccasinvamp? as Trappers ofMen) gender andtwo-spiritedidentitiesinworkssuch sovereignty andterritorywhilecommentingon of landscapepaintingtoexploreconcepts explain howKentMonkmanusestheartform personal empowermentbyMohawkwomen;

describe howvariousFirstNations,Métis, explain howtheform,materials,and/or *

- A3.2 A3.1 By theendofthiscourse,studentswill: A3. sovereignty referred toasa livingspirit?” function? Whyisthisculturalexpression of present toenabletheartformperformits Staff needahelper, orEagleStaff carrier, tobe the nationthatcreated it?WhydoestheEagle blies? “WhatdoesanEagleStaff reveal about and atrendezvous andannualgeneralassem- is theMétisflagusedwithinorganizations historical interpretations oftheMétisflag?How and Elder/youth gatherings?”“Whatare some forms atpowwows,intertribalgatherings, nations differentiate themselvesthrough art and whenisawampumbeltused?”“Howdo the Nunavutflaguniteterritory?”“How Sample questions:“Didtheintroduction of and/or therepresentation ofworldviews and functionoftheseartformsinsocialpolicy regalia, danceregalia),analysingthepurpose Métis flags, theEagleStaff, flagsongs, ceremonial wampum belts, Métissashes, theNunavutflag, Inuit artforms(e.g., withreferencetopeacepipes, through avarietyofFirstNations,Métis,and self-governance, andnationhoodare expressed Indigeneity?” Series express aspects ofcontemporaryurban and Terrance Houle’sphotographicUrbanIndian Kwandibens’ desire fordecolonization?” “HowdoNadya Inuit culturalidentitiesandexpress acollective can beusedtoreclaim FirstNations,Métis,and identity? Whatare somewaysthatmediaarts the connectionbetweendecolonizationand First Nations,Métis,andInuityouth?Whatis works/productions created byand/or for ‘decolonization’ meaninthecontextofart Sample questions:Whatdoestheterm as theexpressionofadistinctivelyInuitperspective) wireless broadbandtore-createculturaltraditions languages, culturalpractices, andspiritualbeliefs; of Indigenouspeopleswithunique heritages, Nations, Métis, andInuitasthree separategroups of theConstitutionAct, 1982, recognizesFirst for IndiansasdefinedbytheAct;section35(1) 1885 prohibitedreligiousceremoniesanddances governance (e.g., theIndianActamendmentof artistic expressions ofsovereignty and/orself- First Nations,Métis,andInuitcultural of Canadianlegislationforpastandpresent

explain howtheconceptsofsovereignty, explain someconsequencesofvariouspieces Self-Determination andNationhood photographic series Concrete Indiansphotographicseries

Canadian intellectual property rights legislation, such as the Copyright Act, the Patent Act, and the Trade-marks Act, does not explicitly protect traditional knowledge expressed through First Nations, Expressions of First Nations, Métis, Métis, and Inuit art forms and arts disciplines) Sample questions: “Why do you think legislation is needed to address the issue of misappropriation of First Nations, Métis, and Inuit Cultures and Inuit cultural knowledge, language, and traditions? How is this issue connected to artistic expression?” “What are some ways that legislation to protect cultural products and Indigenous knowledge might affect both Indigenous and non-Indigenous artists?” “How might current copyright law be shaped to better protect the unique traditions of First Nations, Métis, and Inuit artists?

NAC1O ARTISTIC EXPRESSION AND FIRST NATIONS, MÉTIS, AND INUIT WORLD VIEWS WORLD INUIT AND MÉTIS, NATIONS, FIRST AND EXPRESSION ARTISTIC

73 74 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open B4. B3. B2. B1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS B1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS delivery. cultural appropriation;intellectualproperty;theuseofmaterials, tools, andtechniques; andpresentation Indigenous peoplesandknowledge;ethicsengagementprotocols;culturalappreciation or Inuit-focused artworksandproductions, includingresponsibilitiesrelatedtorespectfulengagementwith a clearunderstandingoftheresponsibilitiesthatcomewithcreatingandpresentingFirst Nations-, Métis-, Note: Inallaspectsofthiscourse, butparticularlyinlearningconnectedwiththisstrand, students must apply B. B1. with FirstNations,Métis,or Inuitperspectives setting helpyoumakepersonal connections do thefeelingsyouexperienced inthisnatural collaborative process togenerateideas?” “How are somechallengesandbenefits ofusing a approaching acreative challenge?”“What necessary toconsidermore thanonewayof inspiration foryourartwork?”“Whyisit of FirstNations,Métis,orInuitcultures provide Sample questions:“Howmightyourknowledge Nations, Métis,andInuitperspectives a creative challengethrough explorationofFirst and/or mindmaps)togenerateideasaddress partner; talkingwithamentor;usingwordwebs variety ofstrategies(e.g., brainstormingwitha

and using appropriate technologies and conventions. and technologies appropriate using and protocols cultural Inuit Nations, and First Métis, respecting of purposes, productions, for avariety Presentation and Promotion: and Presentation creativity; demonstrate that productions, works/ art works, integrated art to create including technologies and tools, techniques, materials, Tools, Technologies: Techniques, and Materials, works/productions; art works, integrated art including and presenting modifying, creating, forms, when Inuitart and in Nations,First Métis, reflected Principles: and Elements world personal or cultures; own views, histories, their to express perspectives Inuit and Métis, works/productions, art works, integrated exploration including draw Nations, of their First on that and/or apply individually creative process the collaboratively Process: art to create Creative The CREATING ANDPRESENTING

individually and/or collaboratively, usea The CreativeProcess apply key elements and principles from various arts disciplines, as as disciplines, arts apply various from principles and key elements present and promote art works, including integrated art works/ art works, integrated promote and present art including

use a variety of traditional and contemporary contemporary and of traditional avariety use B1.2 reflect carefully onthefeasibility ofyourplan?” these steps?Whatmighthappen ifyoudonot works? Whyisitimportant to followallof in developingaplantocreate integratedart Sample questions:“Whatstepsare involved elements oftheirplan) appropriate; useagraphicorganizertorefinethe the inputoftheirpeersandreviseplanas use achecklist to developtheirplan;reflecton to exploreideasandselectonefortheirartwork; perspectives (e.g., useathink-pair-share strategy or reflect FirstNations,Métis,andInuit integrated artworks/productions, thatexplore revise, andrefine plansforartworks,including exploration, input,andreflection todevelop, work?” might youreflect thosefeelingsinyourart on thehumanrelationship totheland?How

individually and/or collaboratively, use

B1.3 individually and/or collaboratively, use the the principle of hybridization from Métis decorative appropriate stages of the creative process to arts to produce a multimedia work that reflects produce and present preliminary art works, their individual identity) including integrated art works/productions, in Expressions of First Nations, Métis, Sample questions: “When you listen to aspects response to themes or world views associated of duration (beat, rhythm) in this recording with First Nations, Métis, and Inuit cultures of drumming, what images come to mind? (e.g., a work that integrates drama and music to What theme could you express by combining

explore the theme of decolonization, a painting or and Inuit Cultures drumming and the images it evokes within mixed-media work that expresses a connection to your chosen art form?” or concern about the environment), and revise their works on the basis of peer- and self-assessment B2.3 modify the elements and/or principles of an (e.g., present a preliminary version of their work to existing art work/production to acknowledge a group of peers and make notes on their response; First Nations, Métis, or Inuit perspectives (e.g., reflect on the applicability of a peer critique before re-create a scene from a film, changing the point revising their work) of view to reflect the perspective of a First Nation Sample questions: “Which arts discipline or character, and record the modified scene on video; disciplines might you use to express your con- modify a linear design to create an art work nection to or concern about the environment?” reflecting circularity and interconnectedness), “In what ways did the feedback of your peers and compare the effects of the original and affect your own assessment of your work?” modified works Sample questions: “What was your reaction to

B2. Elements and Principles this art work the first time you experienced it? How do you think your changes will affect the By the end of this course, students will: way the audience reacts to the new work?”

B2.1 select and apply some common First Nations, NAC1O Métis, and Inuit cultural images and colours B3. Materials, Tools, Techniques, (e.g., the eagle, the coyote, the infinity symbol, and Technologies the circle, purple and white representing the Haudenosaunee Nation, red representing the By the end of this course, students will: Indigenous people of Turtle Island, blue and white B3.1 use media/materials, tools, and/or techniques representing the Métis Nation) when creating art associated with traditional First Nations, works, including integrated art works/produc- Métis, or Inuit art forms (e.g., media/materials: tions, and explain their symbolic meaning sweetgrass, deer hide, moose hide, glass beads, Sample questions: “Why do you think animal bone, sinew, rocks, birch bark, porcupine quills, imagery is common on First Nations flags? soapstone; tools: scrapers, uluit, awls, looms; What might this reveal about a nation’s culture techniques: finger weaving, moose hair tufting, and/or history? What symbol might you use to carving, plaiting, beading, biting) to create an art reflect your own family history and culture on work/production that demonstrates creativity a flag?” “What character or role does the eagle Sample questions: “How do you determine have for many First Nations? What does the which materials or techniques to use in order to eagle represent in your own art work? Why did express your theme or perspective in a unique, you choose it?” “What do the four colours of creative manner?” “What criteria can you use to an Anishinaabe medicine wheel represent? determine whether your art work demonstrates How does the wheel embody the principles creativity?” of relationship and balance? How can these principles be applied to a work of art?” B3.2 combine media/materials, tools, and techniques associated with contemporary First B2.2 select and apply elements and principles Nations, Métis, and Inuit art forms (e.g., media/

found in First Nations, Métis or Inuit art works CREATING AND PRESENTING materials: digital photography, videography, film, from various arts disciplines to create art works flip books, acrylic paints, textiles, natural dyes/ of personal and/or cultural significance (e.g., pigments, clay, paper, fabrics, found objects; tools: apply the elements of space and relationship from digital imaging technologies, sound technologies, ceremonial dance to create a dance performance the Internet; techniques: sewing, stop-motion expressing their connection to the natural world or animation, three-dimensional computer graphics, to their own cultural heritage; combine the elements digital projection, pixilation) to create an art of line and space found in Haida painted art with work/production that demonstrates creativity

75 76 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open B4.2 B3.3 B4.1 By theendofthiscourse,studentswill: B4. appropriate choices?” draw on?Whydoyouthinktheseare themost chosen topic?Whatartsdisciplineswillyou communicate toyouraudienceabout Sample questions:“Whatdoyouwishto issues) of First Nations, Métis, orInuitandenvironmental and poetrytoproduceasoundscapeonthetheme digital videobackdrop; incorporatemusic, sound, piece aboutresidentialschools inCanada, usinga scrip challenges inCanada;createaperformance inspired byAboriginaltitleandtreatyrightsorMétis communities issue affecting FirstNations,Métis,orInuit communicates aspecificmessageaboutan create anintegratedartwork/production that gies from more thanoneartsdisciplineto or gallery?” audience thanoneinatraditionalmuseum tation inavirtualgalleryreach abroader to supportyourmessage?”“Whycanapresen- Sample questions:“Howcanyouusetechnology their workinavirtualgallery) and/or web-basedversionofaliveproject;present a dramaticpresentation;presentvirtual, interactive, digitally designedlightingandmusictoenhance integrated artworks/productions (e.g., add your ownwork?” use someofthesematerialsortechniquesin and Woodlands stylesofart?Howmightyou you identifybetweencontemporary‘formline’ or similaritiesinmaterialsandtechniquescan your communityuse?”“Whatdifferences and/ available materialsthatFirstNationsartistsin Sample questions:“Whatare some locally territory onwhich itistakingplace; makean performance byacknowledging thetraditional artist(s) whoinspiredthem;preface theirart acknowledging theFirst Nations, Métis, orInuit an artist’s statementto accompany theirwork, including posters, tickets, andprograms; write procedures andtoolstopromoteaproduction, for inclusioninaportfolio;usetheappropriate format worksforpresentationinagalleryor productions, foravarietyofpurposes(e.g., of artworks,includingintegratedworks/ the preparation, promotion, andpresentation cultural protocols, andpracticesassociatedwith

apply appropriate standards, conventions, apply current technologiestopresent integrate tools,techniques,and/or technolo Presentation andPromotion (e.g., createamultimediawork

B4.3 and promote yourworkofart?” target audienceinfluencethewayyoupresent story ormessage?”“Howdoesyourchoiceof students willunderstandandappreciate the dance troupe’s presentation sothatelementary Sample questions:“Howwillyoumodifyyour effects foraudiencememberswithvisualchallenges) dance outdoors;useaudiosoftware toaddsound of gazetoenhancethemoodwhenperforminga character toanaudienceofchildren; usedirection pace, gesture, andfacial expressiontoreveal target audience(e.g., usevolume, tone, accent, the saleofyourwork?” present yourworkand/or incomeearnedfrom you usetodocumenttheexpensesincurred to setting? Whatrecord-keeping techniquescould present yourworkinaschoolorcommunity you needtodeterminethebudgetrequired to troupe’s production?” “Whatinformationdo to worksbytheartistwhoinspired yourdance “How mightyoudrawyouraudience’sattention perspectives thatinformyourartisticintent?” highlight theFirstNations,Métis,orInuit and present the workinyourportfolioto inspired yourwork?”“Howmightyouorganize the FirstNation,Métis,orInukartistwho Sample questions:“Howwillyouacknowledge or remarks) open anartpresentationwithasmudge, aprayer, knowledge keeper, orlocalknowledgeholderto an artwork;askElder, MétisSenator, local to honouralltheelementsusedincreationof offering, provideasmallgift, and/orsayaprayer

modify anartwork/production tosuita

C. FOUNDATIONS Expressions of First Nations, Métis,

OVERALL EXPECTATIONS By the end of this course, students will: and Inuit Cultures

C1. Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms; C2. Themes and Influences: demonstrate an understanding of past and present themes and influences associated with First Nations, Métis, and Inuit art making, as reflected in a variety of art works/ productions; C3. Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and with art making within First Nations, Métis, and Inuit cultures, and apply these practices when experiencing, analysing, creating, and presenting art works/productions;

C4. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to the study of art works/productions from various arts disciplines, including their own works, the works of their peers, and works by First Nations, Métis, and Inuit artists. NAC1O

SPECIFIC EXPECTATIONS

C1. Terminology form differs from First Nations and non-Indigenous fiddle music; compare the aesthetic features and By the end of this course, students will: physical design of an Ojibwe tikinagan and an Inuit amauti; identify examples of how Inuit artists C1.1 use appropriate terminology related to incorporate the natural contours, lines, and cracks elements, principles, and other key concepts of the bone or stone they are carving within their when creating, analysing, or presenting various artistic compositions; explain how the selection of types of art works, including art works/produc- colour, shape, and space in Haida painted works tions exploring or reflecting First Nations, Métis, illustrates a world perspective that reflects harmony and Inuit perspectives (e.g., use appropriate with nature, among people, and within individuals), terminology when designing a flag that reflects and identify those terms that are common to their own cultural heritage, when describing their more than one arts discipline or cultural group initial reaction to a multimedia work that incor- (e.g., ceremonial dancing, dance regalia, cradleboard porates Inuit throat singing, when analysing the teachings, Woodland designs, beadwork, honour use of music to enhance a digital display of Métis beats in drumming, thematic and iterative styles floral designs; design a word game using terms of storytelling) related to the art traditions of various First Nations, Métis, and Inuit cultures, such as “Métis rug C1.3 compare approaches to the creative process hooking”, “peace tree”, and “thunderbird”) within various arts disciplines, as reflected in C1.2 demonstrate an understanding of elements, First Nations, Métis, and Inuit art forms, using principles, and other key concepts associated appropriate vocabulary (e.g., with reference to with various arts disciplines, as reflected in inspiration in clothing or regalia design and oral First Nations, Métis, and Inuit art forms (e.g., storytelling, the exploration and manipulation of explain the difference between sacred and social natural materials when planning the contours of dances in Haudenosaunee culture; describe the sculptures and utilitarian art forms, experimentation FOUNDATIONS techniques of folding and biting used to create in dance and visual arts, presentation in media Ojibwe birch bark designs; describe the syncretic arts and music) structure of Métis fiddle music and explain how the

77 78 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open C2.2 C2.1 By theendofthiscourse,studentswill: C2. the work?” the artist’schoiceofmediaandtheme career? Whatconnectioncanyoumakebetween of mediachangedoverthecoursehisorher Sample questions:“Howhastheartist’schoice Savard,Teharihulen TanyaMichel Tagaq) Tomson Highway, NadiaMyre, Archer Pechawis, such asRebeccaBelmore, BuffySainte-Marie, short presentationonthemesexploredbyartists than oneartform(e.g., prepareanddelivera artists whosebodyofworkincorporatesmore Nations, Métis,andInuitartists,including in theworkofsomepastand/or present First growth oftraditional Inuitartforms?” market economy affected thedevelopment and into theglobalmarketplace?” “Howhasthe enced howtraditionalartforms are introduced Nations, Métis,andInuitentrepreneurs influ - communities?” “Inwhatways haveFirst based artsprograms haveon FirstNations does lackoffinancialsupportforcommunity- music, and/orclothingdesigns?”“Whateffect and European cultures inMétisartworks,dance, gather abouttheinfluenceofbothFirstNations Sample questions:“Whatinformationcanyou products, includingsealandwhaleproducts) Union’s banonthetradeofallmarinemammal the depletionofnaturalresources;European West BaffinEskimoCo-operative;globalization; programs; thecommodificationofInuitartby of fundingforcommunity-basedculturalandart relocation ofInuitcommunities;fundingorlack patterns; rural–urbanmigration;theforced evangelism; historicalmigrationandsettlement explanation?” examples canyouidentifytosupportyour First Nations,Métis,andInuitartists?What of sculptures produced bycontemporary “How donaturalmaterialsinfluencethetype their approach toatraditionalstorytelling?” storytellers needtoconsiderwhendeveloping “What doFirstNations,Métis,andInuit and phrasestoreiterate throughout astory?” and howastorytellerselectscertainwords motifs andpatternstoadornapieceofclothing make betweenhowabeadworkartistchooses Sample questions:“Whatconnectionscanyou and decolonization;assimilation;missionary Métis, andInuitartmaking(e.g., colonization environmental influencesonFirstNations, and present political,socio-economic,and

describe, onthebasisofresearch, somepast describe, onthebasisofresearch, themes Themes andInfluences

C3.2 C2.3 C3.1 By theendofthiscourse,studentswill: C3. printmaking?” Japanese printmakingtraditionsinfluenceInuit in theworksoftheseartists?”“Howdidancient What socioculturalinfluencescanyouidentify What difference isexpressed bythetwonames? Professional Native Indian Artists Incorporation. themselves referred totheirgroup asthe to agroup of First Nationsartists,theartists the name‘theIndianGroup ofSeven’torefer “While mediaandmainstream artcircles coined have theyfacilitatedthedisseminationofart?” Métis, andInuitartworks/productions? How materials, andtechniquesusedinFirstNations, in technologyaffected thechoiceofforms, Sample questions:“Howhaveadvances Scottish whalers) accordion musicintroducedtotheArcticby European-designed goods, squaredancingand hybrid culturalcontexts, thedisseminationof and digitalvideo, popularculture, sharedand (e.g., printmakingtechnologies, photography, film on FirstNations,Métis,andInuitartmaking and present technologicalandculturalinfluences knowledge keepers, andknowledgeholderswhen seek theviews of localElders, Métis Senators, respect tonewmediaandimplications forthearts; on evolvingCanadiancopyright standardswith ation intheirownartworks;conduct research cultural exploitation, andavoidcultural appropri- the differencesbetweencultural appreciationand material andprovideappropriatecredit;identify seek permissionbeforereproducingcopyrighted and/or promoting artworks/productions (e.g., practices whenanalysing,creating, presenting, to variousartsdisciplines,andapplythese ethical, andculturallysensitivepracticesrelated to bepartoftheexperience?” story orsong,whatresponsibility doyouhave oral storytelling?”“Whenlisteningtoan detract from otherlisteners’experienceofan why not?”“Whattypesofbehaviourcan after viewingaceremonial dance?Why, or Sample questions:“Isitappropriate toclap poster illustratingthisprotocol) concert hall, theatre, orgathering, andcreatea outline aprotocolforetiquetteingallery, museum, First Nations,Métis,andInuitcultures (e.g., art works/productions, includingworksfrom associated withexperiencingvarioustypesof

describe, onthebasisofresearch, somepast identify, onthebasisofresearch, somelegal, identify andappropriately applyconventions Conventions andResponsible Practices

exploring First Nations, Métis, and Inuit art forms; our waste water end up? What might be some follow appropriate cultural protocols and practices consequences of pouring a toxic liquid down when sourcing, gathering, or handling traditional the drain?” materials and artefacts; obtain permission when Expressions of First Nations, Métis, working with cultural designs, stories, and/or imagery; acknowledge the gifts of material from C4. The Critical Analysis Process the natural environment; treat sacred/ceremonial By the end of this course, students will:

objects and objects of cultural significance and Inuit Cultures respectfully and responsibly) C4.1 assess and communicate their initial reaction Sample questions: “Why is it important to to art works/productions from a variety of consider cultural sensitivity when analysing First Nations, Métis, and Inuit cultures and arts and/or promoting First Nations, Métis, and disciplines (e.g., describe their initial response to Inuit art works?” “Is it ethical for artists to Inuit throat singing; explain their interpretation borrow from the work of others? Why, or why of the body movements and hand gestures of not?” “What respectful practices and protocols Tsimshian dancers acting out a tale; identify an should you follow when using this traditional aspect of a Dene chant, a work by Nelson Tagoona art-making technique?” “What copyright or Tanya Tagaq, or a piece of Métis fiddle music considerations did you need to address in that evoked an emotional response; discuss their your art work?” “How can you appropriately reaction to an article of fashion that appropriates acknowledge the gifts of natural materials a First Nation, Métis, or Inuit design without used in your art?” consent), using various strategies and modes

of communication (e.g., a small-group or class C3.3 demonstrate an understanding of safe and discussion, a placemat exercise, a blog, a journal) conscientious work practices associated with Sample questions: “What cultural insights did various arts disciplines, and apply these practices you gain from the art forms demonstrated by when engaged in the creative process (e.g., the Métis presenter?” “In what ways does the NAC1O follow instruction manuals and/or the teacher’s floral beadwork or quillwork on traditional instructions when using new tools and technologies; clothing remind you of contemporary clothing show consideration for other students sharing the designs? How has this influenced your percep- same work space; develop classroom rules and tion of the contributions of Métis women to art expectations through small-group discussions; and art forms?” “The creative directors of the read warning labels on containers; wear appropriate House of Valentino asked artist Christi Belcourt protective equipment) for permission to base a fashion line on her Sample questions: “Why should you avoid painting Water Song. What do you think the art using spray paint in a classroom?” “What work and the clothes express about the inter- organizations or unions are concerned with connectedness of all living things? How does the safety of artists in your chosen media? Do the theme of interconnectedness make you feel? they have any specific safety guidelines that What do you think the process demonstrates apply to your work?” “How do you respectfully about respectful collaboration?” dispose of traditional materials? How does this give back to Earth?” C4.2 describe various ways in which First Nations, Métis, and Inuit artists are incorporating new C3.4 identify some environmental issues associated technologies into traditional art forms (e.g., with the arts, and apply environmentally Christi Belcourt’s Water Song uses raised paint responsible practices when creating and dots to represent beadwork; A Tribe Called Red’s presenting art works, including integrated “Electric Pow Wow Drum” combines techno and art works/productions (e.g., dispose of paint traditional beats; Inuk artist Tanya Tagaq combines containers in an environmentally responsible way; traditional throat singing and video projection source environmentally friendly materials; recycle in her performances; Ruben Anton Komangapik materials appropriately; use natural materials only embeds QR codes into some of his art works in order in the amount needed and only if they have been to share stories), and analyse the impact of this sustainably and responsibly collected) innovation on how the work is experienced Sample questions: “How can art and art making Sample questions: “What are some issues

affect the environment?” “How can you obtain involved in combining traditional art forms FOUNDATIONS environmentally responsible materials for with contemporary technologies and tools?” your art work?” “What are some ways that an “What are some innovative ways that contem- individual artist can contribute to environmental porary artists are using interactive technologies conservation or protection?” “Where does to tell First Nations, Métis, and Inuit stories? How effective do you find these forms of presentation?” 79 80 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open C4.3 understanding through music?” ancestry intothesonglyricstopromote cultural this artistembedIndigenouslanguageand area ofemphasiswithinthisquilt?”“Howdoes painting?” “Howhavetheartistscreated an colour toconveyaparticularmoodinthis Sample questions:“Howdoestheartistuse her listenersfindrelevanttotheirownexperiences) Inuit folkmusictomakesongsbasedonherlifethat pop rhythms andtempointomelodiesbasedon Aglukark incorporatescontemporarycountryand designed toconnectgenerationsofInuit;Susan Isaac incorporatesfolkandpoprhythms intosongs figures andthelandscapeinhispaintings;Elisapie an impressionofequalimportancebetweenhuman Allen Sappusestheprincipleofbalancetocreate and Inuitartists,analysetheireffects (e.g., works/productions byFirstNations,Métis, elements andprinciplesusedinvariousart

identify, onthebasisofexamination,

C4.4 might youchangetoaccentuateitsmessage?” acoustic, orexpressive aspectsofthisartwork differently? Why, orwhynot?”“Whattechnical, work/production, wouldyoudoanything “When youreflect onyourowncompletedart Nations, Métis,orInuitperspective?Why?” work doyouthinkappropriately reflect aFirst Sample questions:“Whataspectsofthisart effectiveness oftheseworks keepers, orknowledgeholders),andevaluatethe with peersand/orElders, MétisSenators, knowledge others (e.g., usingajournal, ablog, discussions own artworks/productions andtheworksof

identify andreflect onthequalitiesoftheir D. ART AND SOCIETY Expressions of First Nations, Métis,

OVERALL EXPECTATIONS By the end of this course, students will: and Inuit Cultures

D1. Art Forms and Society: demonstrate an understanding of how past and present First Nations, Métis, and Inuit art forms reflect the societies and periods in which they were created; D2. Promoting Renewal, Healing, Reconciliation, and Dialogue: demonstrate an understanding of how art making and art works can promote renewal and healing in First Nations, Métis, and Inuit communities and reconciliation and dialogue with non-Indigenous communities; D3. Connections beyond the Classroom: describe the skills developed through creating, presenting, and analysing art works that explore First Nations, Métis, and Inuit perspectives, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours beyond the classroom.

SPECIFIC EXPECTATIONS

D1. Art Forms and Society D1.2 reflect on and communicate how their NAC1O experience of First Nations, Métis, and Inuit By the end of this course, students will: art works depicting social relationships (e.g., intergenerational relationships, clans, kinship, D1.1 analyse various ways in which precontact ancestral connections) has influenced their First Nations and Inuit material culture and own beliefs and values with respect to family early Métis material culture reflected cultural, relationships and community in contemporary artistic, and/or spiritual expression, drawing society (e.g., with reference to the role of grand- on evidence from several different utilitarian parents, extended family connections, child–parent art forms (e.g., bannerstones, which were used as relationships) counterweights in spear-throwing devices called atatls, held ceremonial significance; burial objects D1.3 analyse various social and/or political that were intended to reflect the social status of the messages communicated by the work of deceased also had ornamental characteristics; Inuit emerging and established First Nations, Métis, carvings of animals were used in games and for and Inuit artists (e.g., Carl Beam’s mixed-media storytelling and shamanic purposes; Inuit snow work The North American Iceberg links the goggles made of bone or ivory were both functionally past and present by depicting the intersection of innovative and aesthetically sophisticated; horn historical and contemporary resistance to colonialist rattles were used in Haudenosaunee ceremonies, policies; Alanis Obomsawin’s filmKanehsatake: social songs, and dances; paintings on animal 270 Years of Resistance gives voice to a First hides were used to illustrate and record significant Nation perspective on the Oka land dispute; David events and to promote healing) Garneau’s painting series Cowboys and Indians Sample questions: “What are some examples of (and Métis?) promotes the representation of Métis utilitarian objects that demonstrate spirituality identity; Alethea Arnaquq-Baril’s documentary and/or a reverence for beauty?” “What do early filmAngry Inuk brings the voice of Inuit into the buffalo hide paintings tell us about artistic debate over seal product bans in Europe; the ballet and technological elements of Plains culture?” Going Home Star – Truth and Reconciliation “Do you think that utilitarian objects can be was commissioned by the Royal Winnipeg Ballet considered artistic creations? Why, or why not? to convey the Indian residential school experience SOCIETY AND ART Can utilitarian objects be considered historical through dance and music), drawing on their documentation? Why, or why not?” knowledge of the social context within which a specific art work was produced

81 82 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open D1.4 D1.5 sovereignty andself-governance can supporttheexpression ofaspirations for institutions), andexplainhowtheseforums sioned workforcorporationsand publiclyowned professionals such asfashion designers, commis- exhibitions, collaborationsbetweenartistsand media artsfestivals, musiccontestsandawards, Internet, personalwebsites, soundclouds, filmand platforms, musicpodcasts, videosuploadedtothe and Inuitartforms(e.g., onlinemusic-sharing identity?” social andpoliticalmessagestoexplore Métis and Indians(andMétis?)makeuseofsatirical David Garneau’sseriesofpaintingsCowboys painting the concernsthatLawrence Paul Yuxweluptun’s the artistchoosecopper?”“Whatare someof Copper! GivingItAllAway political?Whydid “In whatwayisSonny Assu’s 2015workGone introduction ofcapitalismintohercommunity?” the artistwantedtocommunicateabout series The MoneyStories?Whatdoyouthink Inuk filmmakerRuby Arngna’naaq’svideo “What economiceventsorconditionsprompted political concernsdriveanartist’spractice?” Sample questions:“Whatkindsofsocialor sharing contemporaryFirstNations,Métis, experience; skillsdevelopment;theexchange butions tosociety(e.g., withreferencetoaesthetic theatre, improvisation),andanalysetheircontri- to othertheatricalforms(e.g., drama, musical works are connectedtoculturaltraditionand storytelling, oration, dance),explainhowthese Nations, Métis,andInuitartperformance(e.g., and variousperformancestyles?” youth performersincircus arts,Inuittraditions, specific waysdoesitsprogramming immerse circus performancecollective Artcirq? Inwhat “What wasthemotivationforestablishing performances maketocontemporarysociety?” music, anddesign?Whatcontributiondothe elements intodance,theatricalperformance, Kaha:wi DanceTheatre integratecultural “How doestheIndigenousdancecompany different from, ideasexpressed atthattime?” theatre artandperformancesimilarto,or contemporary FirstNations,Métis,andInuit motivation? Howare theideasexpressed in School inOntario1974.Whatwasthe Theatre wasfoundedastheNativeTheatre Sample questions:“TheCentre forIndigenous and perspectives) Métis, andInuitcultures, values, traditions, of culturalideas;thepromotionFirst Nations,

identify variousforums fordevelopingand identify varioustypesofcontemporaryFirst The OnePercent alludesto?”“Howdoes

D2.2 D2.1 By theendofthiscourse,studentswill: D2. works thatfocusonjusticeand reconciliationcan on specificexamples;evaluate howmultimediaart or Inuitstoriescansupportreconciliation, drawing art installationsthatpreserve First Nations, Métis, and theprincipleofreconciliation; analysehow connection betweenInuitstorytelling forchildren art formsandartsdisciplines(e.g., explainthe drawing onevidencefrom severaldifferent Inuit communitieswithinCanadiansociety, ciliation andjusticeforFirstNations,Métis, connections?” exploration ofhistoryandsustaincommunity tattooing amongInuitwomenpromote the the wearer?” “Howdoestherevitalization of a clothingdesignreveal abouttheartistand pride? Whattypesofculturalinformationdoes clothing promote culturalexchangeand ings, andrendezvous. Howdoesthistypeof often apopularsaleitematpowwows,gather cultural references intocontemporarystyleis cultural renewal?” “Clothingthatincorporates does storytellingaturbanfestivalsencourage dancing promote spiritualhealing?”“How Sample questions:“HowdoesJingleDress of aparticularlocationsupportsculturalrenewal) space toreflectthetraditionalterritoryandpeople Nations, Métis, andInuityouth;redesigningpublic offer modesofculturalself-expressiontoFirst forms, such ashiphop, hairtattoos, andbodyart, the valueofInuitculture;newandevolvingart designs toproducesealskinclothingthatreasserts seamstresses usetraditionalsewingmethodsand murals promotecommunitypride;contemporary song lyricsmayarticulateideasabouthealing;public (e.g., graphicdesignscanexpresscollectiveidentity; several different artformsandartsdisciplines Inuit communities,drawingonevidencefrom and healingwithinFirstNations,Métis, might beparticularlyeffective?” funded galleryasaforum toshare thiswork think thechoiceofamainstream, publicly sovereignty or self-governance?Whydoyou Nations, Métis,andInuitaspirationsfor address theissueofcolonizationandFirst “How didthe2011 exhibitionDecolonizeMe support FirstNations,Métis,andInuitartists?” Arts OfficeoftheCanadaCouncilfor Arts the Ontario Arts Councilandthe Aboriginal Sample questions:“Inwhatspecificwaysdo

analyse therole ofartinpromoting renewal analyse therole ofartinsupportingrecon Reconciliation, andDialogue Promoting Renewal, Healing,

- - bring communities together and raise awareness and non-Indigenous audiences?” “How did the about the legacy of the residential school system decision of a major web browser to feature a in Canada; describe some specific ways in which doodle honouring the work of Kenojuak Ashevak First Nations, Métis, and Inuit art works challenge on her birthday provide a learning opportunity Expressions of First Nations, Métis, cultural stereotypes; compare a mainstream for both Indigenous and non-Indigenous perspective on a particular Canadian historical individuals?” “What impact did the choice of event with the perspective expressed in a specific an inukshuk as an emblem of the 2010 Winter

work by a First Nation, Métis, or Inuk artist, Olympic Games in Vancouver have? What were and Inuit Cultures analysing how the work challenges conventional some issues and consequences arising from interpretations of the event) the choice?” Sample questions: “Why do you think First Nations, Métis, and Inuit artists refer to a need D3. Connections beyond the Classroom to ‘reclaim’ images of themselves?” “How might an artist, community, or nation challenge By the end of this course, students will: stereotypes through art? What examples can you give?” “How does Carey Newman’s large- D3.1 identify skills, character traits, and work scale art installation Witness Blanket demonstrate habits that are developed through the processes truth telling, the preservation of stories, and the of creating, analysing, presenting, promoting, promotion of reconciliation?” and experiencing art works/productions that explore or reflect First Nations, Métis, and Inuit D2.3 identify, on the basis of research, various legal, perspectives (e.g., knowledge related to cultural

ethical, financial, and cultural implications of proficiency and cultural safety, creative problem- Canadian policies related to the repatriation of solving skills, critical analysis skills, the ability to First Nations, Métis, and Inuit cultural articles, express themselves visually and orally, the ability analysing the historical and social context of to work collaboratively and independently), and these policies (e.g., with reference to museum explain how they can be applied outside the NAC1O inventories; public access to cultural objects with classroom (e.g., identify ways to apply their historical, ceremonial, and spiritual significance; cooperative work habits in family contexts; describe the treatment of construction and excavation sites) how their understanding of cultural protocols can be applied in community settings; explain how Sample questions: “What are some copyright they can use their analytical skills in a part-time and ownership issues associated with the artistic job or volunteer position) expressions of First Nations, Métis, and Inuit cultures?” “How did museums amass large Sample question: “What problem-solving inventories of First Nations, Métis, and Inuit skills have you learned in this course that you cultural objects? What actions are First Nations, can apply in your part-time job or volunteer Métis and Inuit groups, communities, and position?” governments taking to retrieve and repatriate D3.2 sacred and ceremonial articles and cultural identify and explore arts-related careers and objects from museums?” secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list D2.4 compare various community, regional, of postsecondary arts programs related to their national, and global responses to First Nations, interests; conduct online research to determine Métis, and Inuit art (e.g., with reference to the the skills and experience required for careers in inclusion or exclusion of First Nations, Métis, and advertising, animation, art therapy, fashion design, Inuit art works in exhibitions and catalogues; the graphic design; create a personal skills inventory critical attention paid to First Nations, Métis, and and compare it to the skills required in their field Inuit art works/productions from different regions), of interest; hold mock interviews for a position in analysing the role of art in bridging divergent the arts and culture industry) cultural perspectives and promoting dialogue Sample questions: “Which local First Nations, Sample questions: “What are some generational Métis, or Inuit artists work in an area of interest differences in the responses of art audiences to you? How might you approach them to to First Nations, Métis, and Inuit art works/ request an information interview?” “What grants, loans, and apprenticeship programs

productions? How do you explain these SOCIETY AND ART differences?” “In what ways can experiencing are available to support artists in starting or First Nations, Métis, and Inuit art build a expanding small business ventures?” bridge of understanding between Indigenous

83 84 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 9, Open D3.3 ways dotheirskillsdiffer?” Nations, Métis,andInuitartshare? Inwhat “What skillsdocuratorsandprofessors ofFirst specific skillswouldheorsheneedtodoso?” First Nations,Métis,andInuitartists?What company couldpromote theworkofemerging the artisticdirector ofacontemporarydance Sample questions:“Whatare some waysthat skills required inthosecareers designer, websitedeveloper),andcompare the artistic director, curator, educator, professor, graphic regionally, andnationally(e.g., artauctioneer, of FirstNations,Métis,andInuitartlocally, that supportthedevelopmentandpromotion

identify, onthebasisofresearch, careers

D3.4 and present future events?” opportunity toraisefundshelppromote ways mightyouuseanartseventas the schoolorcommunity?”“Inwhatspecific to becomeinvolvedinartisticendeavours artists?” “Whatopportunitiescanyouidentify that supportandpromote theworkoflocal Sample questions:“Whatare some activities relevant ones) their communityandcreatingalistofthemost research onarts-appreciationopportunitiesin ing atalocalarts-relatedorganization;conducting designing postersforavarietyofevents;volunteer for communityplays, exhibitions, orfestivals; helping todesign, create, andputupdecorations cultural endeavoursbeyondtheclassroom (e.g., engaged andgainexperienceinartistic

identify and evaluate opportunities to become identify andevaluateopportunitiestobecome - Course Introduction

First Nations, Métis, and Inuit in Canada, Grade 10

Open (NAC2O)

OVERVIEW The study of history fulfils a fundamental human desire to understand the past. It also appeals to our love of stories. In “First Nations, Métis, and Inuit in Canada”, students learn that Indigenous cultures have many stories and that each one is significant and requires thoughtful consideration.

This course provides students with an overview of the histories of Indigenous peoples in the land now called Canada from prior to 1500 up to the present. It conveys a sense of the dynamic and diverse nature of First Nations, Métis, and Inuit histories, focusing on topics such as interactions among Indigenous communities and between Indigenous communities and newcomers; the impact of social and economic trends and developments and of colonialist political policies; and the struggle for self-determination. By investigating such topics, students learn about the people, events, emotions, struggles, and challenges that have produced the present and that will shape the future. This course enables students to become critically thoughtful and informed citizens who are able to interpret and analyse historical, as well as current, issues, events, and developments, in both Canada and the world. It also helps students develop the knowledge and understanding that can help promote reconciliation in Canada.

In this course, students develop their ability to apply the concepts of historical thinking (see page 87) in order to deepen their understanding of the past and its relationship to the society in which they live. They also develop their ability to apply the historical inquiry process (see page 86), gathering, interpreting, and analysing historical evidence and information from a variety of primary and secondary sources, including Indigenous knowledge sources, in order to investigate and reach conclusions about historical issues, developments, and events.

The study of First Nations, Métis, and Inuit histories in Grade 10 builds on the knowledge, attitudes, and skills, including thinking skills, developed in history in Grades 7 and 8 and supports further study in First Nations, Métis, and Inuit studies and/or Canadian and world studies in Grades 11 and 12.

85 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, developments, 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 components of the research and inquiry process set out on pages 24–25 must include the First Nations, Métis, and Inuit Studies

| 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. THE ONTARIO CURRICULUM, GRADES 9–12

86 • interpreting and analysing evidence and information: As students analyse evidence/ information, they apply the relevant concepts of historical thinking. It is critical that students learn to identify biases in the materials, including those associated with the historical context in which it was created. It is also important that students determine if all relevant points of view are included in the source materials and identify which, if any, are missing. • evaluating evidence and information and drawing conclusions: As students synthesize evidence/information to make informed, critical judgements and draw supported conclusions, they may make connections between the past and the present; determine the significance and short- and long-term consequences of events, developments, and/or issues for different individuals or groups; and assess whether an event, action, or policy was ethically justifiable. • communicating findings: As students communicate their judgements and conclusions, clearly and with all necessary supporting evidence, they use historical terminology and concepts correctly and use appropriate forms of documentation to cite their sources.

THE CONCEPTS OF HISTORICAL THINKING In this course, as in all history courses, it is crucial that students not simply learn various facts but that they develop the ability to think and to process content in ways best suited to the study of history. To that end, this course focuses on developing students’ ability to apply the following concepts of historical thinking, which are inherent in “doing” history: • historical significance • cause and consequence • continuity and change • historical perspective

Students use these concepts when they are engaged in the inquiry process, whether they are conducting an investigation that involves the process as a whole or are applying specific skills related to different components of that process as they work towards achieving a given expectation. In this course, at least one concept of historical thinking is identified as a focus for each overall expectation in strands B–F. Teachers can use the specified concepts to deepen students’ investigations (for example, encouraging students to apply the concept of historical perspective to look at an issue relating to Indigenous peoples in Canada from multiple points of view). It is important that teachers use their professional judgement to ensure that the degree of complexity is appropriate for both this grade level and the individual student’s learning style and that it does not lead to confusion. NAC1OCOURSE INTRODUCTION:

Each of the concepts of historical thinking is described below, with examples of how they can be applied within the context of the present course.

Historical Significance This concept requires students to determine the importance of something (e.g., an issue, event, development, person, place, interaction) in the past. Historical importance is determined generally by the impact of something on a group of people and whether its effects

87 are long lasting. Students develop their understanding that something that is historically significant for one group may not be significant for another. Significance may also be determined by the relevance of something from the past and how it connects to a current issue or event. In this course, students might apply the concept of historical significance when investigating precontact practices that provide evidence of Indigenous people’s relationship to the land and determining the ongoing importance of such practices; when assessing the impact of the “Sixties Scoop”; or when determining the importance for Inuit of the creation of Nunavut.

Cause and Consequence This concept requires students to determine the factors that affected or led to something (e.g., an event, situation, action, interaction) and its impact/effects. Students develop an understanding of the complexity of causes and consequences, learning that something may be caused by more than one factor and may have many consequences, both intended and unintended. Students might apply the concept of cause and consequence when investigating the motives for and the impact of treaties between Indigenous peoples and colonial governments in Canada; when ranking the factors that contributed to the rise of the Métis Nation; or when analysing the short- and long-term consequences of the residential school system.

Continuity and Change This concept requires students to determine what has stayed the same and what has changed over a period of time. Continuity and change can be explored with reference to ways of life, political policies, economic practices, relationship with the environment, social values and beliefs, and so on. Students make judgements about continuity and change by making comparisons between some point in the past and the present, or between two points in the past. For example, students might apply the concept of continuity and change when analysing ways in which interactions with settlers changed the material, cultural, and/or spiritual lives of First Nations, Métis, and/or Inuit individuals and communities; how various court cases reinforced contemporary ideas about, and/or led to changes with respect to, Indigenous rights; or the extent to which advocacy and protest in the past fifty years have contributed to changes in the lives of First Nations, Métis, and or Inuit individuals and communities.

Historical Perspective This concept requires students to analyse past actions, events, developments, and issues within the context of the time in which they occurred. This means understanding the First Nations, Métis, and Inuit Studies

| social, cultural, political, economic, and intellectual context, and the personal values and beliefs, that shaped people’s lives and actions. Although students need to be aware of historical injustices and the negative consequences for Indigenous peoples of many historical events, policies, and attitudes, they also need to be conscious of not imposing today’s values and ethical standards on the past. Students also learn that, in any given historical period, people may have diverse perspectives on the same event, development, or issue. Students could usefully apply the concept of historical perspective when examining the attitudes, values, and ideas that underpinned the Indian Act or the pass system; when analysing the responses of Indigenous and non-Indigenous Canadians to the Northwest Resistance; or when assessing the views of Inuit and the federal government on the use of numbered identity disks. THE ONTARIO CURRICULUM, GRADES 9–12

88 First Nations, Métis, and Inuit in Canada, Grade 10

Open NAC2O

This course explores the histories of First Nations and Inuit in Canada from precontact, as well as Métis from their beginnings, to the present day. Students will examine the continuing impact of past social, cultural, economic, political, and legal trends and developments on First Nations, Métis and Inuit individuals and communities. Students will apply the concepts of historical thinking and the historical inquiry process to investigate a range of issues, events, and interactions that have affected First Nations, Métis, and Inuit individuals and communities, including those that continue to affect relations between Indigenous and non-Indigenous peoples in Canada.

Prerequisite: None

89 90 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open A1.2 A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. individuals usetorefer tothisterritory?” Who doesnot?WhatothertermsdoIndigenous the term‘Turtle Island’refer? Whousesthisterm? refer tothemselvesasanation?”“To whatdoes Canadian governments?”“Whydon’tInuit to thenationsbyEuropean colonizersorlater use thesenamesratherthantheonesgiven to refer tothemselves?Whyisitpreferable to know whichtermsFirstNationspeoplesuse ‘Métis’, and‘Inuit’?”“Whyisitimportantto distinctions betweentheterms‘FirstNations’, peoples inCanada?”“Whatare thekey terms tousewhenreferring toIndigenous Sample questions:“Whatare theappropriate descriptors, dependingonhistorical context) individuals, cultures, andidentities;appropriate Indigenous peoplesusetorefer and artefactsinCanada(e.g., theterminology nations, traditionalterritories,customs,traditions, gations whenreferring toIndigenouspeoples, the significance ofthisterminology have usedtorefer tothemselves,andassess including theterminologyIndigenous peoples media, Indigenousorganization andactivism), interactions, stereotyping, governmentpolicy, the Indigenous peoplesandindividuals, social/cultural decolonization, differingbeliefsabout therightsof individuals inCanada(e.g., colonizationand identify/refer toIndigenouspeoplesand changes overtimeinterminologyusedto

Canada from precontact to the present day; present to the precontact from Canada of contemporary boundaries the peoples within of Indigenous history of the aspects investigating when thinking of historical concepts the and process inquiry historical the use Inquiry: Historical investigation, and identify some careers in which these skills might be useful. be might skills these which in careers some identify investigation, and Developing Transferable Skills:

analyse howvariousfactorshaveinfluenced use appropriate terminologyintheirinvesti Historical Inquiry DEVELOPMENT HISTORICAL INQUIRY ANDSKILL apply in everyday contexts skills developed through historical historical apply developed everyday through in skills contexts

- A1.3 A1.4 different perspectives textbooks), ensuringthattheirsources reflect films orvideos, informationfromwebsites, or magazinearticles, documentariesand/orfeature and/or articlesfromthelibrary, currentnewspaper land claimagreements;secondarysources: books photographs, songsfromtheperiod, treaties and fur-trade journals, governmentreports, oraltradition, sources: artworksfromtheperiod, church records, Indigenous knowledgesources (e.g., primary of primaryandsecondarysources, including Indigenous peoplesinCanadafrom avariety information onaspectsofthehistory the former?” would youusethelatter?Whenmight terms ‘Iroquois’ and‘Haudenosaunee’?When its use?”“Whatisthedifference betweenthe context? Whymightsomecommunitieschallenge law? Whyisitstillsometimesusedinthis How andwhywasthistermusedinCanadian to usetheterm‘Indian’inaCanadiancontext? been replaced by‘Inuit’?”“Whenisitappropriate Sample questions:“Whyhastheterm‘Eskimo’ led totheRoyal Proclamationof1763?) events with Europeans?;causalquestions:What of variousIndigenouspeoplesatthetimecontact ities anddifferencesinthespiritualbeliefs/practices comparative questions: What weresome similar Nunavut ComprehensiveLandClaimsAgreement?; present day(e.g., factualquestions: What isthe peoples inCanadafrom precontact tothe and/or developmentsinthehistoryofIndigenous to guideinvestigationsintoissues,events,

select andorganize relevant evidenceand formulate different typesofquestions

- Sample questions: “If you wanted to study the Indigenous peoples and the federal government; history of a Métis Charter Community Council compare the points of view in different primary First Nations, Métis, and Inuit in Canada in Ontario, what sources could you use? Where sources relating to the same event) would you locate photographs, news articles, Sample questions: “What criteria might you and other records documenting Métis community use to assess the significance of the 1969 ‘White affairs from various periods? What other sources Paper’ (Statement of the Government of Canada might you consult to confirm the information on Indian Policy)?” “What type of tools might presented in these records?” “When investigating help you compare the impact of mining develop- a topic such as Louis Riel’s contribution to history, ments on a Cree and an Inuit community?” where might you find sources that reflect the “After carefully reading section 87 of the Indian points of view of peoples who lived in different Act, what is your understanding of its taxation regions of Canada at the time? Why should you rules and exemptions? Is your understanding consider later sources in addition to those from supported by your other sources? Do these the period?” “What sources could you consult sources provide sufficient background to enable to learn more about how goods were exchanged you to understand and explain the historical in First Nations communities in the period you context for these rules?” are investigating?” “What types of materials are available in the online archive and website of A1.7 use the concepts of historical thinking (i.e., the National Centre for Truth and Reconciliation historical significance, cause and consequence, that could help you develop a timeline on the continuity and change, historical perspective) history of the residential school system in when analysing, evaluating evidence about, Canada?” and formulating conclusions and/or judgements regarding historical issues, events, and/or A1.5 assess the credibility of sources and informa- developments relating to Indigenous peoples tion relevant to their investigations (e.g., by in Canada (e.g., consider the concept of historical considering the perspective, bias, accuracy, purpose, significance when assessing the impact of the NAC2O and/or context of the source and the values and residential school system; apply the concept of expertise of its author(s)), while respecting cause and consequence when ranking factors Indigenous world views and ways of knowing contributing to the recognition of the Métis as (e.g., acknowledging that the perspectives expressed Aboriginal people in the Constitution Act, 1982; in diverse knowledge sources are shaped by world consider the concept of continuity and change views that may challenge one another; questioning when developing criteria for determining turning claims of exclusive authority) points in relations between Indigenous peoples and Sample questions: “Why is it important to be non-Indigenous people in Canada; take the concept aware of the background of the author(s) of or of historical perspective into account when investi- adviser(s) for a report or other resource related gating the pass system from various points of view) to Indigenous history?” “Why is it important to Sample questions: “If you were conducting an consult several sources that reflect a variety of investigation to determine which events in the Indigenous and non-Indigenous perspectives twentieth century had the greatest impact on when investigating relations between First the lives of Inuit from various regions, which Nations communities and Jesuit missionaries concept or concepts of historical thinking would in New France?” “Why were First Nations be the most relevant to your analysis? Why?” identified as ‘the Western Indians’ in historical accounts of the War of 1812? Why do you think A1.8 evaluate and synthesize their findings to the names of First Nations warriors who fought formulate conclusions and/or make informed HISTORICAL INQUIRY AND SKILL DEVELOPMENT as allies and the names of the nations they judgements or predictions about the issues, represented were not included in military events, and/or developments they are records? What impact did this lack of detail investigating have on later investigations into the war and First Nations participation in it?” Sample questions: “What criteria can you use to judge the validity of the arguments made in A1.6 interpret and analyse evidence and informa- these sources and reach your own conclusions tion relevant to their investigations, using various about this event?” “Do your findings about this tools, strategies, and approaches appropriate issue in the past enable you to make predictions for historical inquiry (e.g., use a ranking ladder about how it might develop in the future?” to help them determine the significance of factors contributing to the Ipperwash Provincial Park A1.9 communicate their ideas, arguments, and occupation; select, on the basis of critical analysis, conclusions using various formats and styles, significant events for a timeline on relations between as appropriate for the audience and purpose

91 92 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open A1.10 A2.1 Throughout thiscourse,studentswill: A2. finding information, dataanalysis) use, computeruse, oralcommunication, numeracy, skills relatedtoreadingtexts, writing, document ities, theworldofwork,andeverydaylife(e.g., can betransferred topostsecondaryopportun- investigation canhelpthemdevelopskillsthat songs, websites) articles, blogs, books, courtcases, filmsorvideos, different typesofsources (e.g., archival sources, reference lists, bibliographies, credits)toreference (e.g., footnotesorendnotes, author/datecitations, that ofyouraudience–withthesubjectmatter?” presentation toenrichyourengagement–and could youusethedramaticqualitiesof Canada inthelatenineteenthcentury?How involved inthesigningoftreaties inwestern tion helpreveal theperspectivesofchiefs Why?” “Howmightareaders’ theatre presenta- is bestsuitedtocommunicatingyourfindings? Sample questions:“Whatformatdoyouthink the Beothuk) story oneventsleadingtotheexterminationof on thesignificanceofIndianAct;agraphic to addresstreatyrightsorlandclaims;aseminar used byIndigenousorganizationsorindividuals individuals inCanada;adebateonstrategies prejudice, anddiscriminationonIndigenous production; apresentationontheimpactofracism, essay onFirst Nations, Métis, andInuitcultural respect toenvironmentalstewardship; aphoto Nations, Métis, orInuitindividualsovertimewith (e.g., ablogonactionstakenbyvariousFirst

describe severalwaysinwhichhistorical

Developing TransferableSkills use acceptedformsofdocumentation

A2.2 A2.4 A2.3 have studied?” you are analysingandahistoricaloneyou “What parallelsare there betweentheissue historical thinkingmightyouapply?Why?” school inyourcommunity, whichconceptsof asked toevaluatepossiblenamesforanew during anelectioncampaign?”“Ifyouwere evaluate thepromises beingmadebypoliticians and/or causeandconsequencetohelpyou to applytheconceptofchangeandcontinuity Sample questions:“Whymightitbeuseful role asinformedcitizens own understandingoftheseissuesandtheir their culturalpractices),inorder toenhancetheir current socialtrendforIndigenousfamilies and a socialissue;tounderstandtheimplicationsof significance ofanewpoliticalpolicy addressing mental issue;toenhancetheirunderstandingofthe perspectives inmediareportsonacurrentenviron- and/or politicalissues(e.g., tounderstand Canada whenanalysingcurrent social,economic, the studyofhistoryIndigenouspeoplesin important tothem) or initiativetotakeactiononanissuethatis collaboration tocooperatewithpeersonaproject, informed discussions;applyworkhabitssuch as an issuebeforemakingajudgement, engagein listen toandweighmultipleperspectiveson validity ofstatementspoliticalcommentators, assess thecredibilityofasource, scrutinizethe (e.g., useskillstoanalysestatisticsinanewsreport, habits developedthrough historicalinvestigation public relationsofficer, socialmediamanager) educator, healthcareprovider, policy adviser, conservationist, consultant, councillor, curator, learned inthiscoursemightbeuseful(e.g.,

apply theknowledgeandskillsdevelopedin apply ineverydaycontextsskillsandwork identify somecareers inwhichtheskills

B. PRIOR TO 1500 First Nations, Métis, and Inuit in Canada

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Social, Economic, and Political Context: analyse some key political alliances as well as key aspects of social and economic life among some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada (FOCUS ON: Continuity and Change; Historical Perspective) B2. Communities, Conflict, and Cooperation: demonstrate an understanding of some key interactions and settlement patterns of major First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada (FOCUS ON: Historical Significance; Cause and Consequence) B3. Identities, Cultures, and Self-Determination: analyse how various factors contributed to the identities, well-being, and heritage of some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada (FOCUS ON: Historical Significance; Historical Perspective)

NAC2O SPECIFIC EXPECTATIONS

B1. Social, Economic, and Political Eastern Woodlands, and Northwest Coast Context First Nations?” “What are some ways in which geography and climate shaped the lives of First FOCUS ON: Continuity and Change; Historical Nations and Inuit and their relationship to the Perspective* environment?” “What is the Seventh Generation Principle? What are some ways in which First By the end of this course, students will: Nations tried to sustain natural resources for the benefit of these future generations?” B1.1 compare aspects of the way of life in some First Nations and Inuit societies prior to 1500 in B1.2 analyse key issues, trends, and/or develop- different regions of what would be called North ments in the economies of some First Nations America (e.g., with reference to hunting, gathering, and Inuit societies prior to 1500 in what would and agricultural societies; seasonal rhythms; gender be called North America (e.g., in relation to food constructs and roles; family life and childrearing; sustainability and security; access to trade routes housing; spiritual beliefs; health and medicine; law and types of items traded; gift giving to redistribute and justice; values relating to wealth/prosperity wealth; divisions of labour; implementation of and/or land and land ownership; knowledge transfer peace and friendship protocols when war threatened and education; community life; craft skills and trade relations; the economic impact of alliances production; practices related to birth, marriage, and confederacies; the use of land and natural and death) resources) Sample questions: “What are some ways in Sample questions: “What types of materials/ which First Nations or Inuit in different regions resources were traded among First Nations differed from each other with respect to food prior to sustained contact with Europeans? What production and diet? What factors account for nations were major trading partners? What were these differences?” “What natural resources the most common trade routes? Why?” “What

were available to peoples in these regions? How TO 1500 PRIOR types of trade existed between peoples of the did these resources influence the types of material Arctic and the Subarctic?” “How do we know goods they produced?” “Why might the craft that Inuit traded with First Nations to the south skills of various peoples differ?” “What were in precontact times?” “What role did gift giving some differences in the housing of Plains, play in the economies of some First Nations?”

* Throughout this course, the “Focus on” element indicates the concepts of historical thinking that are most significant to the specific expectations in the given sub-strand. 93 94 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open B2.2 B2.1 By theendofthiscourse,studentswill: FOCUS ON: B1.3 B2. recognize FirstNations’traditionalterritories?” regions? Whatprotocols/practices were usedto nations?” play inthedevelopmentofalliancesbetween period?” “Whatrole didthecommoditiestrade alliances witheachotherduringtheprecontact First Nationstodeveloppacts,treaties, and Sample questions:“Whatconditionsprompted nations) access totraderoutescontrolledbyHaudenosaunee Three Fires Confederacieshelpedmembersgain treaties representedinwampum beltsamongthe tation andgoodgovernance;peacefriendship and servedasacovenantwithrespecttorepresen- Peace solidifiedtheHaudenosauneeConfederacy and explaintheirpurpose(e.g., theGreatLawof 1500 inwhatwouldbecalledNorth America, and confederaciesamongFirstNationspriorto the roleof The Peacemaker andHiawatha) member nations, externalconflictwithothernations, community well-being, internal cooperationbetween (e.g., withreferencetotrade andtheeconomy, the creation oftheHaudenosaunee Confederacy their hunting,gathering,and/or settlement and/or address conflictwitheachother over means didFirstNationsandInuitusetoavoid relevant tomodern-daylandclaims?”“What have livedontheirlandssincetimeimmemorial North?” “HowisthefactthatFirstNations populations sparserontheplainsandin Lakes–St. Lawrence Lowlands?Whywere many precontact FirstNationsliveintheGreat routes ofvarious Arctic peoples?”“Whydidso Sample questions:“Whatwere themigration significance contact withEuropeans),andexplaintheir territories; populationestimatespriortosustained of pre-Dorsetand Thule peoples;overlapping what wouldbecomeCanada;migrationpatterns prior tocontactinterritoriesandborderingon Canada focus ontheterritoriesthatwouldbecome would becalledNorth America, withaparticular Inuit societiesatthetimeofcontactinwhat and traditionalterritoriesofFirstNations to identifypopulations,settlementpatterns, Consequence

analyse historicalstatisticsandothersources identify keypolitical pacts, treaties, alliances, analyse thekeycausesandconsequences of Cooperation Communities, Conflict, and Communities, Conflict, Historical Significance;Causeand (e.g., thegeographicand/orlinguisticgroups

B3.2 FOCUS ON: B3.1 By theendofthiscourse,studentswill: B3. accepted today?” explanation acceptedinthepastnotbe “Why mightahistoricalidea,account,or and passeddownbyIndigenouscommunities?” historical accountsdocumented,maintained, why doyouthinkthatisthecase?”“Howwere is onecharacterizedasmore credible? Ifso, creation stories?Ifbothapproaches are presented, archaeologists’ perspectivesorIndigenous North America, are youmore likelytofind about theoriginsofIndigenouspeoplesin Sample questions:“Whenyouconsultasource beliefs aboutwhatconstituteshistoricalevidence) or Indigenousrights;scientific practices; conflicting interest inchallenging thevalidityoflandclaims colonialism; federal/provincialgovernments’ ideologies; powerinequalities;imperialism/ inance of Western religiousbeliefsandpolitical have contributedtothistreatment Canadian historyaswellsomefactorsthat in whichtheseaccountshavebeentreated in and friendshiphistories),analysesomeways (e.g., creationstories, migrationstories, peace accounts oftheiroriginsandearlyhistory the SixNations?ForotherFirstNations?” Law ofPeace?Whatistheirsignificancefor values andbeliefsare expressed intheGreat of theHaudenosauneeConfederacy?”“What the mostsignificantshort-termconsequences Sample questions:“Whatdoyouthinkwere to differ from thoseofnationsinwhatisnow of FirstNationstheNorthwest Coasttend ways didthesocialand/or politicalstructures were uniquetospecificnations?” “Inwhat common tomostFirstNations? Whatroles Sample questions:“Whatsocialroles were such asclans;patrilinealandmatrilinealsocieties) warriors, hunters, gatherers, farmers; kinship systems sewers andgarmentmakers, drumkeepers, healers, members, shamans, prophets, Elders, storytellers, (e.g., withrespecttotherolesofchiefs, council these societiesandinterrelationships inthem contributed totheidentitiesandwell-beingof to 1500inwhatwouldbecalledNorth America of someFirstNationsandInuitsocietiesprior structures, includingroles andkinshipsystems, Perspective

describe someFirstNationsandInuit analyse waysinwhichsocialandpolitical Self-Determination Identities, Cultures,and Historical Significance;

(e.g., thedom

- Ontario?” “What was the role of the Bear B3.4 describe some artistic and technological clan in Ojibwe societies or the Turtle clan in developments in First Nations and Inuit societies First Nations, Métis, and Inuit in Canada Haudenosaunee societies? How did the clan prior to 1500 in what would be called North support an individual’s place in society and America (e.g., pictographs, rock and wood carving, the well-being of the community?” birch bark scrolls, traditional clothing, methods of storing/preserving food, bannerstones, snowshoes, B3.3 describe beliefs and values of some First snow goggles, sleds, including dog sleds, combs, Nations and Inuit societies prior to 1500 in canoes, umiaqs, kayaks, moccasins, medicines, what would be called North America, with a weapons such as the bow and arrow, tools such as particular focus on the relationship between ulus and harpoons with toggle heads, agricultural people, the land, the spiritual world, and the developments), and explain their long-term environment (e.g., beliefs reflected in stories, significance as well as what they tell us about including creation stories; animist beliefs and the lives of people at this time respect for the environment; a sense of reciprocity Sample questions: “What was the role of artistic with the spirit world and the necessity to show expression in the transmission of culture for gratitude for its gifts; the significance of animals some First Nations and Inuit communities at in Indigenous stories and traditional practices; this time?” “What does the integration of art how new generations were taught about the natural and technology reveal about the values and world), and analyse the significance of these beliefs of precontact Indigenous cultures?” beliefs/values for First Nations and Inuit “What was the short- and long-term significance identities of this technological development?” Sample questions: “What were ‘the Three Sisters’ in Haudenosaunee society? What did practices relating to the Three Sisters convey about environmental sustainability and stewardship among the Haudenosaunee and other NAC2O First Nations? In what ways are these practices consistent with what we know today about sustainable agricultural practices?” “What are some ways in which traditional Inuit storytelling expresses values and beliefs of Inuit with respect to the environment? In what ways do the beliefs/ values in these stories reflect scientific knowledge? How do the stories contribute to the environmental education of listeners?” “What are some ways in which the relationship of First Nations or Inuit with the environment was influenced by spiritual beliefs?” PRIOR TO 1500 PRIOR

95 96 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open FOCUS ON: SPECIFIC EXPECTATIONS C3. C1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS CONFLICT,AND TREATIES OF COLONIALISM –CONTACT, 1500–1763:IMPOSITION THE C. C1.1 By theendofthiscourse,studentswill: C2. C1. a subsistenceeconomy toamarketeconomy European colonists?”“How didthechangefrom practices tothesurvivaland welfare ofearly important were Indigenousproducts and practices ofFirstNationscommunities?” “How and Inuitindividuals?Didthey altertraditional were thesechangesinthelives ofFirstNations and Inuitduringthisperiod? Howsignificant came intoregular usebyvariousFirstNations Sample questions:“Whatimportedmaterials stuffs, medicines, tools) animals, agricultural productsandotherfood- to clothing, transportation, weapons, domestic in Canadaduringthisperiod(e.g., withreference French, and British individualsandcommunities material livesofFirstNations,Métis,Inuit, communities andindividualsaffected the exchange betweenIndigenousandEuropean Change

Perspective) in different regions of Canada between 1500 1763 and between of Canada ( regions different in communities and individuals Métis Nations and First peoples affected European and Indigenous Self-Determination: and Cultures, Identities, Historical Significance;Perspective) ( interactions 1500 1763, and these between Canada affected that factors some well as as of regions different in governments and colonists European peoples and Indigenous between Communities, Conflict, and Cooperation: developments these ( from resulted that changes 1500 1763, and between of Canada regions some and different peoples in Indigenous affected that developments political economic, and key some social, analyse Context: Political and Economic, Social, and Change)

analyse somewaysinwhichcontactand Context Social, Economic,andPolitical Cause andConsequence;Continuity

analyse interactions among Indigenous peoples and peoples and Indigenous among interactions analyse analyse how attitudes, beliefs, and values how of and beliefs, attitudes, analyse FOCUS ON: C1.2 C1.3 during thisperiod?” affect thewayoflifesomeFirstNations fluctuations in pricesforfurs, lossoflandto during thisperiod (e.g., changing tradenetworks, developments thataffected Indigenouspeoples reflected inthisdecision?” in 1763?Whatsocialandpolitical valueswere infested blanketstoFirstNations communities British GeneralJ. Amherst’s deliveringdisease- tions?” “Whatwasthehistoricalcontextfor spread soquicklyamongIndigenouspopula- Sample questions:“WhydidEuropean diseases colonial expansionontheheelsofepidemics) caring forthesick; theuseof “smallpox blankets”; spreading disease;theworkofmissionariesin and hatredofcolonistssuspectedintentionally tion withinIndigenouscommunities;mistrust populations; social, cultural, andeconomicdisrup - with referencetothedecimationofIndigenous terms ofcolonialdevelopmentaswell(e.g., this period,andcommentonconsequencesin European diseasesonIndigenouspeoplesduring and long-termconsequences,ofthespread of FOCUS ON:

describe somekeyeconomic trends and explain the impact, including the main short- Cause andConsequence;Continuity Cause andConsequence;Historical

FOCUS ON:

colonists, economic disruption and realignment peoples to Christianity, the establishment of colonial caused by war, the impact of horses on the socio- settlements on Indigenous land and the consequent First Nations, Métis, and Inuit in Canada economic life of Plains nations, the establishment relocation of First Nations, the imposition of of the Hudson’s Bay Company [HBC] and its European names on Indigenous territories, the outposts, the liquor trade, economic agreements enslavement of some Indigenous individuals in between Indigenous peoples and imperial powers), New France, the adoption by some colonists of and analyse their impact on relations among Indigenous tools and medical treatments) Indigenous peoples and between Indigenous Sample questions: “What is the significance peoples and the French and the British of an explorer’s description of the Beothuk as Sample questions: “How would you describe ‘inhuman and wild’? How could such percep- relations between the Haudenosaunee and the tions be used to justify imperial policy towards Wendat and/or Algonquin during this period? the Beothuk and other Indigenous peoples?” What economic factors affected their relations?” “Why did some of the first encounters between “Were the economic strategies of Indigenous Indigenous and European people result in participants in the fur trade similar to or different hostility while others were peaceful?” “Did all from those of French and British traders? How Europeans view Indigenous peoples in the same might you account for any differences?” “What way? How and why might the views of a coureur economic factors led to the Halifax Treaty of 1752? de bois be different from those of a settler?” What provisions were the British promised in the treaty? What provisions were the Mi’kmaq C2.2 identify key treaties of relevance to First promised? In your opinion, how effective was Nations in Canada during this period, including the treaty-making process in improving the wampum belts exchanged, and explain their economic outlook of the Mi’kmaq and in significance for different nations (e.g., with restoring relations between the Mi’kmaq reference to the Two Row Wampum, 1613; the and the British?” Covenant Chain of 1677–1755; the Great Peace of Montreal, 1701; the Treaty of Portsmouth, 1713; NAC2O C1.4 identify some key First Nations leaders from the Treaty of Utrecht, 1713; Mascarene’s Treaty this period (e.g., Chief Membertou and Jean [Treaty No. 239], 1725; the Treaty of Boston, 1725; Baptiste Cope of the Mi’kmaq, Chief Ochasteguin the Halifax Treaty, 1752) of the Wendat, Chief Iroquet of the Algonquin, Chief Sample questions: “Why are the 1677 Covenant Atironta of the Arendarhonon, Chief Minweweh Chain and the Two Row Wampum important [Le Grand Sauteux] of the Ojibwa, Chief Neolin to the Haudenosaunee people? Why were they of the Lenape, Chief Pontiac of the Odawa), significant developments in the history of and explain how political relations between Canada? What is their significance to First these leaders and colonial governments affected Nations and non-Indigenous Canadians today?” social and economic dynamics between settlers and First Nations peoples C2.3 analyse historical statistics and other sources Sample questions: “What social and economic to identify changing populations and settlement changes occurred for First Nations communities patterns of Indigenous communities and when their leaders formed political alliances European colonists in Canada during this with colonial governments?” “How and why period, including colonists’ encroachments on did the political relationships between some traditional First Nations territories, and explain First Nations leaders and colonial governments the significance of these patterns (e.g., with shift during this period?” reference to the decimation of Indigenous populations

from European diseases; the development of French COLONIALISM OF 1500–1763: IMPOSITION THE colonies along the St. Lawrence River and their C2. Communities, Conflict, and impact on First Nations settlements in the region; Cooperation the implications of changes in the population and settlement patterns of the Haudenosaunee between FOCUS ON: Historical Significance; Historical the early sixteenth and early seventeenth century; Perspective the location of fur-trade posts and the western expansion of the Cree and Assiniboine) By the end of this course, students will: Sample questions: “What are some factors that C2.1 describe how Indigenous peoples and contributed to population growth or decline European explorers/colonists perceived each among various First Nations or Inuit societies other during this period (e.g., with reference to following sustained contact with settlers?” “What culture, religious/spiritual practices, family life and criteria did settler nations use to decide which childrearing, territorial rights, political leadership/ tracts of land they took over for settlement? laws), and analyse the impact of these views How were First Nations communities affected (e.g., attempts by missionaries to convert Indigenous by the development of settler communities?” 97 98 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open C2.4 FOCUS ON: C3.1 By theendofthiscourse,studentswill: C3. Identities,Cultures,and C3. in IndigenousandChristiantraditions) between theenvironmentand thespiritualworld stewardship; differencesintherelationship ideas withrespecttolandownership and resulting inattemptsatconversion; conflicting Europeans forIndigenousspiritual practices, of thedifferences (e.g., lack ofrespectamong during thisperiod,andanalysetheimpact between settlersandInuitcommunities?” Martin Frobisher playintheensuingconflicts did thekidnappingofInuitindividualsby the battleatBloodyPointin1577?Whatrole home inthecommunity?”“Whatissuesledto in theseconflictsandthosewho remained at communities, includingpeoplewhoengaged have onpeopleinFirstNationsandsettler armies?” “Whatimpactdidarmedconflicts did FirstNationswarriorshavefacingEuropean over theiropponents?Whatdisadvantages advantages didFirstNationswarriorshave this period?Intypeofwarfare, what battles betweencolonialarmiesfoughtduring to conflictsamongFirstNations?”“Howwere imperial powersinNorth America contribute Sample questions:“Howdidconflictsbetween British andFrench settlement) conflicts arisingfrom French explorationand hostility andsuspicioninthewake ofepidemics; conflict betweenEuropeanexplorersandInuit; over controlofEnglishandDutch traderoutes; Haudenosaunee andtheAlgonquin Wendat towards Jesuit missionaries;conflictbetweenthe the Beaver Wars; hostilityofsomeFirst Nations conflict betweentheMi’kmaqandBritish; analyse theirimpact(e.g., withreferenceto and Indigenouspeoplesduringthisperiod, among FirstNationsandbetweenEuropeans Métis, andEuropeans?” trade duringthisperiodforFirstNations, cance ofnewsettlementsrelated tothefur traditional territories?”“Whatwasthesignifi- communities were oftendisplacedfrom their “What evidenceisthere thatFirstNations the spiritualworld,andenvironment the relationship betweenpeople,theland, Indigenous andEuropean peoplesabout Perspective

compare beliefsandvaluesofsome describe somemajorinstancesofconflict Self-Determination Cause andConsequence;Historical

C3.3 C3.2 respect toEuropean–Inuit powerrelations?” shared understandingofthisfacthavewith Inuit 5000yearsago?Whateffect mighta ing thatthepassagewasknowntoPaleo- Northwest Passageaffect people’sunderstand- claim thatEuropean explorers ‘discovered’ the of FirstNationsindividuals?”“Howdoesthe development oficonicimagesandportrayals How mightJesuitrecords haveinfluencedthe find inJesuitdescriptionsofFirstNations? First Nationspeoples?Whatpatternscanyou did Jesuitrecords haveonEuropean interest in tions ofIndigenouscultures?” “Whatimpact of theseindividualshaveonEuropean percep- back toEurope? Whatimpactdidthepresence kidnap Indigenousindividualsandtakethem Sample questions:“Whydidsomeexplorers itions totraveltheNorthwestPassage) Indigenous peoples;theimpactofseveralexped- Europe versustheideaofobligationto “civilize” savage” insomecultural/philosophicalworks products fromthecolonies;ideasabout “noble missionaries, andsettlers;thepopularizationof cultures inlogsandotherrecordsofexplorers, Europe; accountsaboutIndigenoussocieties/ including somewhohadbeenkidnapped, to exploration; visitsbyFirst Nationsindividuals, with the “New World” inthewake ofvoyages of in Canadaduringthisperiod(e.g., fascination beliefs inEurope aboutIndigenouspeoples First Nationsaboutlandownership?” governments inchangingthebeliefsofvarious environment?” “Howsuccessfulwere colonial that Indigenouspeopleshadwiththelandand ated withthesevalueschangetherelationship this period?Inwhatwaysdidpracticesassoci- land usehaveonIndigenouspeoplesduring colonialist/imperialist valueswithrespect to Sample questions:“WhatimpactdidEuropean division ofassetsinMétis communities?” “How didmarriage affect thesharingand/or and communities thatdevelopedasaresult?” women andEuropean menand tothefamilies bring tomarriagesbetween First Nations “What skillsandresources dideachpartner affect thedevelopmentof MétisNation?” Nations womenandEuropean menatthis time attitudes aboutintermarriage betweenFirst Sample questions:“Howdidprevailing challenges; settlements) social order;economiclife;languageandcultural inheritance laws;genderconstructsandroles; to “mixed” marriagesandresultingchanges to to marriagepractices, includingcolonialopposition and politicallivesoftheMétis(e.g., withreference development ofthesocial,cultural,economic, Nation duringthisperiod,andanalysethe

analyse variousfactorsthathelpedshape explain thecausesofriseMétis

D. 1763–1876: SETTLER AND STATE First Nations, Métis, and Inuit in Canada EXPANSION AND INDIGENOUS RESISTANCE

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Social, Economic, and Political Context: describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyse their impact (FOCUS ON: Historical Significance; Continuity and Change) D2. Communities, Conflict, and Cooperation: describe some key developments in relations between Indigenous peoples, settlers, and colonial/dominion governments in different regions of Canada between 1763 and 1876, and explain their significance (FOCUS ON: Historical Significance; Cause and Consequence) D3. Identities, Cultures, and Self-Determination: analyse how beliefs, values, and the contributions of various individuals and groups helped shape the development of Indigenous rights, identities, and heritage in different regions of Canada between 1763 and 1876 (FOCUS ON: Cause and Consequence; NAC2O Historical Perspective)

SPECIFIC EXPECTATIONS

D1. Social, Economic, and Political Nations peoples; the pemmican and buffalo hide Context trade; the decline of the fur trade as colonial settlement expanded in the West; colonial/Canadian FOCUS ON: Historical Significance; Continuity and government encouragement of agricultural economies 1763–1876: AND SETTLER STATE EXPANSION AND INDIGENOUS RESISTANCE Change on reserves), and analyse their impact on relations among Indigenous peoples and between By the end of this course, students will: Indigenous peoples and colonial/Canadian governments D1.1 analyse aspects of the daily lives of people in Indigenous communities in Canada during this Sample questions: “What impact did provisions period, and compare them to the lives of settlers for ‘reserve’ lands identified in land cession (e.g., with reference to urban and rural life, housing, agreements have on the economic independence clothing, transportation, size of families, gender of First Nations?” “Why did colonial/Canadian roles, kinship ties, beliefs and values, celebrations, governments disapprove of the Indigenous ceremonies, rituals and spiritual life) practice of gift giving? What impact did this attitude have?” “How did the use of land and Sample questions: “How were children cared natural resources by non-Indigenous settlers for and raised in First Nations, Métis, Inuit, and affect the living standards and traditional ways settler societies? Who played a significant role of some First Nations and Inuit communities?” at each stage of a child’s development?” D1.3 explain how various factors contributed to D1.2 describe some key economic trends and the Royal Proclamation of 1763, and analyse developments that affected Indigenous peoples its significance for Aboriginal title and treaty in Canada during this period (e.g., expansion of rights (e.g., with reference to land occupation and competition between the HBC and the Northwest and ownership, sovereignty, Crown roles and Company; the arrival of trading ships on the responsibilities, ceded and unceded territories, Northwest Coast; changes in British policy on First Nations–Crown relations) annuity payments and gift giving to some First

99 100 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open D2.2 D1.4 FOCUS ON: D2.1 By theendofthiscourse,studentswill: D2. the Crown?” mental agreements betweenFirstNationsand of 1764considered tobeoneofthemostfunda- Sample question:“WhyistheTreaty ofNiagara Nations’ rightsandsovereignty) Proclamation of1763;howitconfirmed First peoples (e.g., howthetreatybuiltonRoyal relationship betweenthe Crown andFirstNations it confirmedandextendedanation-to-nation Niagara of1764,withparticularreference tohow Indigenous landsinCanada?” impact oftheproclamation withrespect to groups?” “Whatwastheshort-andlong-term proclamation improve relations betweenthese the timeproclamation wassigned?Didthe First NationsandBritishcolonialauthoritiesat Proclamation?” “Whatwastheclimatebetween War contributetotheenactmentofRoyal Sample questions:“InwhatwaysdidPontiac’s in UpperCanada, 1839; the GradualCivilization Beothuks; theAct fortheProtectionofIndians Moravian Church; bountiesforthekillingof granting largetractsoflandin Labradortothe Canadians (e.g., withreferencetothe British for Indigenouspeoplesand non-Indigenous during thisperiod,andexplain theirsignificance British colonialanddominion governments communities inthisterritory?” the HBCtoCrown affect Indigenous “How didthetransferofRupert’sLandfrom western colonialexpansionduringthisperiod?” and Métismen,women,children playin Sample questions:“Whatrole didFirstNations the influxofChineselabourersin West) expansion ofwhalingoperationsintheNorthwest; control inthe West; theEuropeanandAmerican the North West MountedPolice; assertionoffederal of thecolonyBritishColumbia;formation the HBC, Britishsettlers, andtheSioux;creation Manitoba; railway building;Métishostilitieswith scrip; theincreaseinMétispoliticalpower ment oftheRedRivercolony;issuanceMétis communities (e.g., withreferencetotheestablish- First Nations,Métis,andInuitindividuals during thisperiod,andanalysetheimpacton westward colonial/Canadian territorialexpansion Consequence

explain thesignificanceof Treaty of describe somekeyIndigenouspoliciesof describe somekeydevelopmentsrelating to Cooperation Communities, Conflict, and Communities, Conflict, Historical Significance;Causeand

D2.3 D2.4 food suppliesforsomePlainsFirstNations?” consequences ofgovernmentregulation of have ontheLabradorInuit?”“Whatwere the did thearrivalofChristianmissionsatNain who hadarighttotheland?”“Whatimpact affected settlerandIndigenousbeliefsabout government indifference tosettlerencroachment and Métisterritories?Howdoyouthink Indigenous settlerssquattinginFirstNations colonial governmentunwillingtoevictnon- Sample questions:“WhywastheBritish actually providedforPlainsFirst Nations) Métis landgrants;provisionspromisedandthose the ManitobaAct, 1870, sections31and32, and Act, 1857;theConstitutionAct, 1867, section91[24]; treaty?” Why didtheInuitandBritishdecidetosigna significance oftheBritish-Inuit Treaty of1765? Covenant Chainbeltin1764?”“Whatwasthe Treaty ofNiagaraandtheexchange Canadians havedifferent perspectivesonthe might FirstNationsandnon-Indigenous to theChippewainOntariotoday?”“Why Treaty of1822?Whyisthistreaty stillrelevant “What wasthepurposeofLongwoods for IndigenouspeoplesincolonialCanada?” 1783 Treaty ofParisorthe1814Treaty ofGhent, of someinternationalpeacetreaties, suchasthe Sample questions:“Whatwasthesignificance numbered treatiesdatingfromthisperiod[Nos. 1–6]) Superior andRobinsonHurontreaties, 1850;the Island Treaties, 1836and1862;theRobinson Credit LandSuccessionAgreements;theManitoulin the Huron Tract, 1827;theMississaugasofNew the Treaty of Greenville, 1795;theJay Treaty, 1794; Stanwix, 1784;theHaldimand Tract Grant, 1784; the British-Inuit Treaty, 1765;the Treaty ofFort Treaty andtheCovenantChainwampum of1764; itiesCanada in significance fordifferent peoplesandcommun wampum beltsexchanged,andexplaintheir peoples inCanadaduringthisperiod,including of thedecimationbuffalo) consequences forPlainsFirst NationsandMétis Blackfoot Confederacy andtheShoshoni; Island treaties;theimpactofepidemics onthe Island beforeandafterthesigning ofthe Vancouver to theCrown;populationchanges on Vancouver migration patternsofthetransferRupert’s Land the impactonCreeand/orMétissettlementand explain thesignificanceofthesepatterns(e.g., traditional territoriesduringthisperiod,and ment patternsinFirstNations,Métis,andInuit to identifychangespopulationsandsettle-

identify keytreaties ofrelevance toIndigenous analyse historicalstatisticsandothersources (e.g., withreferencetotheNiagara -

Sample questions: “Where did First Nations idea that they fought on the command of the Loyalists settle after the American Revolution? ‘Great Father’?” “What is the importance of First Nations, Métis, and Inuit in Canada What was the long-term significance of these Shawnadithit to First Nations heritage?” settlements?” “What were Métis settlement patterns during the peak of the buffalo hide D3.2 analyse how Indigenous beliefs about the trade? How did these patterns change after the environment, spirituality, and the land conflicted buffalo had been hunted to near extinction?” with the attitudes and/or policy of colonial/ dominion governments, and explain how this D2.5 describe some major instances of conflict conflict affected First Nations, Métis, and Inuit involving Indigenous peoples in Canada during individuals and communities during this period this period, and analyse some of their main (e.g., with reference to government hostility to causes and consequences (e.g., alliances between many Indigenous spiritual practices/traditions; First Nations and colonists during the American colonial/dominion ideas about domination over the Revolutionary War and the War of 1812; involvement land versus Indigenous ideas about stewardship of Indigenous peoples in military strategies; conflict and the interconnectedness of humans and all at Red River, including the use of federal troops other beings; colonial/dominion beliefs about land in 1870; conflict arising from Haudenosaunee, ownership versus Indigenous beliefs about occupa- Anishinaabe, and other eastern nations encroaching tion of traditional territories from time immemorial) on Blackfoot territories) Sample questions: “What do the speeches of Sample questions: “How and why were First some chiefs in the West at this time reveal about Nations warriors involved in the War of 1812? differences in how First Nations and colonial/ Why did the colonial government fail to Canadian authorities viewed the land and acknowledge the contributions of First Nations environment?” “What impact did differences veterans? What were the consequences of that in the spiritual beliefs of Indigenous cultures failure?” “In what ways did colonial expansion and colonial/Canadian authorities have on fuel conflict among Indigenous peoples and First Nations individuals and practices?” NAC2O between Indigenous peoples and non-Indigenous settlers or colonial/dominion governments?” D3.3 analyse factors that helped shape popular “What were the causes of the Red River beliefs in Europe, British North America, and Resistance? What were its consequences the Dominion of Canada about Indigenous for the Métis?” peoples during this period (e.g., pencil sketches by explorers; maps and the illustrations that decorated them; paintings; descriptions in settlers’ D3. Identities, Cultures, and journals, diaries, or letters home; newspaper Self-Determination accounts of Indigenous uprisings or other conflicts)

FOCUS ON: Cause and Consequence; Historical Sample questions: “How did European/colonial 1763–1876: AND SETTLER STATE EXPANSION AND INDIGENOUS RESISTANCE Perspective artists from this period depict Indigenous individuals and communities? What were the By the end of this course, students will: contexts for most of the portraits and drawings? Who was depicted? How were they depicted? D3.1 explain how various individuals and groups What impact did these drawings have on the contributed to the assertion of Indigenous rights, perceptions of people in Europe?” “How did to efforts to gain sovereignty/self-governance, non-Indigenous settlers in Canada tend to and to Indigenous identities and/or heritage characterize Indigenous individuals or cultures during this period (e.g., with reference to in their letters to families back in Europe?” Shingwaukonse, Jean-Baptiste Assiginack, “How would accounts in eastern newspapers Nebenaigoching, Oshawanoo, Niibaakom, of the Red River Resistance have affected the Itawashkash, Peguis, Poundmaker, Crowfoot, way many non-Indigenous Canadians viewed Tecumseh, Mohawk leaders Molly Brant and First Nations and Métis in the West?” Joseph Brant, Sitting Bull, Louis Riel, Gabriel Dumont, the Haudenosaunee Confederacy, the Three Fires Confederacy, First Nations and Métis warriors and veterans, the Métis provisional government of 1870) Sample questions: “What motives would the Anishinaabe have had in siding with the British in the War of 1812, other than the traditional

101 102 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open E3. E2. FOCUS ON: SPECIFIC EXPECTATIONS E1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS THE INDUSTRIALAGE ENCROACHMENT, ANDLIFEIN E. E1.1 By theendofthiscourse,studentswill: E1. and powwows;theexpropriationoflandfrom the outlawingofceremonies, includingthepotlatch agents inregulatingthelivesofpeopleonreserves; “Indians” aswards ofthestate;roleIndian this period(e.g., withreferencetothestatusof Nations communitiesandindividualsduring to thisactthroughout thisperiodreflect the First Nationspeoples?How didamendments act attemptedtorestrict traditionalpractices of Indian Act? Whatare somewaysinwhichthe First Nationswere reflected intheoriginal Sample questions:“Whatattitudestowards status Indians) Indian womenwhomarriedmenwerenot the federalgovernment;provisionsrelatedtostatus approval beforelandclaimscouldbemadeagainst residential schools; therequirementforgovernment lack ofvotingrights;mandatoryattendanceat reserves forpublicworks, roads, andrailways; Perspective

1876–1969: ASSIMILATION,

Significance; ContinuityandChange) 1876 1969 and ( between Canada in development rights to and the contributed identities, of cultures, Indigenous Self-Determination: and Cultures, Identities, 1876 between Canada people non-Indigenous in and 1969 and Indigenous ( Communities, Conflict, and Cooperation: 1876between 1969, and ( impact their analyse and Canada peoples in Indigenous Act, affected that developments, Indian and the trends, including issues, political economic, and key some social, describe Context: Political and Economic, Social,

analyse theimpactofIndian Act onFirst Context Social, Economic,andPolitical Cause andConsequence;Historical FOCUS ON: Cause andConsequence;HistoricalPerspective)

analyse various factors that affected interactions between between interactions affected that factors various analyse

analyse how various individuals, groups, and issues groups, issues how individuals, and various analyse FOCUS ON: E1.2 and communities?”“Howdid industrialization impact onthelivesofIndigenous individuals eastern andcentralCanada, withrespect to the during thisperiodandearlier developmentin in theNorthand/or on theNorthwestCoast ities doyouseebetweeneconomic development and individualsintheseregions? Whatsimilar First Nations,Métis,and/or Inuitcommunities development? Howdidtheseforces affect the opened theNorthandNorthwestCoastfor Sample questions:“Whateconomicforces traplines inBritishColumbiaandtheFar North) the foxfurtradeinArctic, theregistrationof to regulatetheeconomicaffairs ofstatusIndians, the powerofIndianActandagents ment ofcommunitiesforresourcedevelopment, road expansioninthe West andNorthwest, displace- Métis farmstead projects inAlberta, railway and Industrial Revolution, theKlondikegoldrush, impact ontheirlives(e.g., withreferencetothe in Canadaduringthisperiod,andanalysethe developments thataffected Indigenouspeoples as statusIndiansundertheIndian Act?” impact onInuitofnotbeingentitledtoregister towards FirstNationspeoples?”“Whatwasthe paternalistic attitudeofthefederalgovernment

describe somekeyeconomictrends and Cause andConsequence;HistoricalPerspective) FOCUS ON: Historical

threaten traditional Indigenous values and provincial game laws; the Cold War and the DEW lifestyles?” “What examples can you find of [Distant Early Warning] Line; the introduction of First Nations, Métis, and Inuit in Canada business innovation and entrepreneurism in telecommunications in communities in the Far North; First Nations, Métis, and Inuit communities the introduction of government-run hospitals and during this period?” sanatoriums to treat tuberculosis and for other health interventions) E1.3 analyse some key government policies and Sample questions: “What impact did the 1939 practices affecting Indigenous peoples during Supreme Court ruling that Inuit were under this period, and explain their significance for federal jurisdiction have on the lives of Inuit?” Indigenous peoples and non-Indigenous “Why were Inuit sled dogs slaughtered on a Canadians (e.g., with reference to the Indian mass scale in the Far North during this period? Act and its amendments; the establishment of a What were the consequences of this develop- provisional government by Louis Riel in 1885; the ment for the lives of Inuit?” “What impact did institution of the pass system in western territories; the introduction of community radio stations the creation of new provinces in the West and have on Inuit communities?” campaigns to recruit European immigrants to settle this region; the enforcement of the Criminal Code and game laws in the North; the Métis Population E2. Communities, Conflict, and Betterment Act, 1938; the Ewing Commission, Cooperation 1934–36; forced relocation of Inuit to the High Arctic in the 1950s; the Hawthorn Report, 1966–67; FOCUS ON: Historical Significance; Continuity and Indian education policy; the extension of the Change franchise in 1960; the “Sixties Scoop”) By the end of this course, students will: Sample questions: “What issues prompted the Alberta government to establish an inquiry E2.1 identify some key treaties and land agree- into the lives of the Métis in the 1930s? Why is ments signed during this period, and explain NAC2O it significant that the report of this inquiry (the their significance for different Indigenous Ewing Commission) did not refer to the Métis peoples in Canada (e.g., with reference to the as ‘half-breeds’? What impact did the Ewing Blackfoot Treaty, 1877; the Saint-Paul-des-Métis Commission have on the perceptions of some land grant, 1896; Treaty No. 7, 1877; Treaty 8, Canadians regarding the Métis?” “How did 1899; Treaty 9 [the James Bay Treaty], 1905; amendments to the Indian Act regarding Treaty 10, 1906; Treaty 11, 1921) enfranchisement affect the treaty rights of 1876–1969: ASSIMILATION, ENCROACHMENT, AND LIFE IN THE INDUSTRIAL AGE former status Indians and their descendants? Sample questions: “Why were the Lubicon What was the purpose of the federal govern- Cree not signatories to Treaty 8? What were ment’s policy regarding the enfranchisement of the immediate, short-term, and long-term status Indians?” “What attitudes underpinned consequences of their not being included in the federal government’s residential school that treaty?” “In what ways was the economic policy? How did these attitudes and this policy impact of Treaty 9 on the Cree and Ojibwe in affect the lives of First Nations, Métis, and Ontario similar to the impact of Treaty 7 on Inuit individuals and communities during this Plains First Nations? In what ways was it period?” “What motivated the federal govern- different?” ment to relocate Inuit families to the High Arctic E2.2 in the 1950s? What were the consequences of analyse historical statistics and other sources relocation for Inuit communities?” to identify key demographic changes and changes in settlement patterns among First E1.4 analyse how some key social, cultural, Nation, Métis, and Inuit populations during economic, and political events, issues, and this period, and explain the significance of developments affected Inuit communities these patterns (e.g., with reference to employment, during this period (e.g., the Klondike gold rush; education, population size, life expectancy, popula- expansion of northern trading posts in the early tions on and off reserves) twentieth century; the expansion of Christian Sample questions: “Why did some Indigenous missions in the North; the federal policy of individuals leave their home communities numbered identity discs; the movement of Inuit during this period? How did different Indigenous to permanent settlements; resource development communities view individuals who went to in the Far North; new technologies such as the live in urban settings? How did these differing

snowmobile; the increasing popularity of Inuit perspectives affect Indigenous families and – DRAFT print making and sculpture; the enforcement of their connection to their homeland? What

103 104 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open E2.4 E2.3 FOCUS ON: E3.1 By theendofthiscourse,studentswill: E3. the Canadiangovernment?Why, orwhynot?” and Inuitindividualswere fairlyrecognized by wartime contributionsofFirstNations,Métis, Sample questions:“Doyouthinkthatthe as Francis Pegahmagabow or Tommy Prince) languages; thecontributionsofindividualssuch information bycommunicatinginIndigenous as “code talkers”, whotransmittedsensitive those ofnon-Indigenouspopulations;contributions World War II, andtheKorean War comparedto Indigenous participationratesin World War I, during thisperiod(e.g., withreferenceto butions towarsinwhichCanadaparticipated unrecorded burialsinunmarked graves, sexualand culture, humanexperimentation, missingchildren, loss ofknowledgelanguage andtraditional disregard forparentalrights, disruptionoffamilies, the practicesassociatedwith it(e.g., short-term: quences ofIndianresidential schoolpolicyand towards Indigenouspeoplesatthistime?” ment policiesarose from assimilationistattitudes communities andindividuals?”“Whatgovern- perceptions ofandrelations withIndigenous at thetime?Howdidthisresponse affect their Louis RielvilifiedbymanyEnglishCanadians holding traditionalceremonies?” “Whywas the persecutionofIndigenousindividualsfor Sample questions:“Whatattitudesunderpinned discrimination and/orassimilationistattitudes) lands; challenges presentedbyracismand Mi’kmaq communities;expropriationofreserve a potlatch; forced relocationofInuit, Innu, and arrest ofChiefDanCranmerandothersforholding Riel; Indigenousprotestsleadingto Treaty 8;the to theNorth-West Resistance;thehangingofLouis to conflictandotherchallenges(e.g., withreference peoples inCanadaduringthisperiodcontributed and Inuitcommunities?” removal ofchildren from FirstNations,Métis, and culturalimpactofthegovernment’s communities?” “Whatwasthedemographic ‘on-reserve’ or ‘off-reserve’ haveonIndigenous impact didthedefinitionofindividualsas Perspective

analyse variousshort-andlong-termconse analyse howattitudestowards Indigenous assess thesignificanceofIndigenouscontri Self-Determination Identities, Cultures,and Cause andConsequence;Historical

- -

E3.2 E3.3 E3.4 the historyofresidential schools?” do youthinkweasasocietyhavelearnedfrom school system?Why?”“Whatlessons,ifany, significant lastingconsequencesofthe residential peoples?” “Inyouropinion,whatare themost reveal aboutattitudestowards Indigenous schools inCanada?Whatdidthesemotives the policiesandoperationsofresidential Sample questions:“Whatmotiveswere behind and family bonding) the impactondevelopmentofparentingskills communities, mentalandphysical healthissues, isolation frommainstreamsocietyandhome tions, culturalassimilationandlossofidentity, physical abuse;long-term:traumaacrossgenera- developments intransportation such asrailway television; changes inlifestyles asaresultof acculturation throughexposure toradio, movies, and Inuitcultures duringthisperiod(e.g., advancements hadonFirst Nations, Métis, Territoires duNordOuest) and/or theAssociationdesMétisd’Albertaet the creationofLeagueIndiansCanada against thefederalgovernmentoverlanddisputes; Haudenosaunee passports;Kahnawake lawsuits of creation recognition oftheirsovereignty;the petition totheLeagueofNations, 1923, for or Francisv. theQueen, 1969;theSixNations court challenges such asReginav. Simon, 1958, Dumont, F. O. Loft[Onondeyoh], Deskaheh; reference toindividualssuch asLouisRiel, Gabriel assess theimpactofthesestrategies(e.g., with and/or respect forIndigenousidentities,and recognition of Aboriginal titleandtreaty rights, and groups during thisperiodtosecure the in perspectives?” how wouldyouaccountforthedifference Canadians tendtoshare theirconcerns?Ifnot, these issuesimportant?Didnon-Indigenous communities duringthisperiod?Whywere mental issuesofparticularconcerntoIndigenous Sample questions:“Whatwere someenviron- the DEWline) Ontario; contaminationofArcticlandsalong mercury pollutionfrompulpmillsinnorthern versus governmentcontrolofnaturalresources; Indigenous hunting, trapping, andfishingrights with respecttothenearexterminationofbuffalo; some non-Indigenousgroups inCanada(e.g., Indigenous individualsandcommunities this period,andexplaintheirsignificancefor an impactonIndigenouscommunitiesduring

analyse strategiesusedbysomeindividuals analyse theimpactthattechnological describe someenvironmental issuesthathad

expansion, cars, airplanes, snowmobiles; disruption to traditional lifestyles associated with resource First Nations, Métis, and Inuit in Canada development) Sample questions: “What impact did new transportation technologies have on previously isolated Indigenous communities? How did such developments affect the cultures of these communities?” “What are some ways in which technology contributed to both the loss and the preservation of aspects of traditional lifestyles in First Nations, Métis, and/or Inuit communities?”

E3.5 analyse some issues, trends, and developments in the arts and popular culture that are relevant to Indigenous peoples during this period, including the cultural contributions of some Indigenous individuals in Canada (e.g., the popularity of Wild West shows in the late nineteenth century; the depiction of Indigenous cultures and/or individuals in Hollywood movies and on television; the increasing influence of American culture; the appropriation of Indigenous symbols in advertising and/or art by non-Indigenous artists; the contributions of Indigenous artists, craftspeople, and/or writers such as Charles NAC2O Edenshaw [Tahayghen], Pauline Johnson, or Mungo Martin [Nakapankam]; the Indigenous pavilion at Expo 67) Sample questions: “What are some examples of Indigenous images being used by sports clubs during this period? What type of responses do the mascots and logos evoke from the audience? Do you think sports team logos containing

Indigenous imagery perpetuate stereotypes? 1876–1969: ASSIMILATION, ENCROACHMENT, AND LIFE IN THE INDUSTRIAL AGE Why, or why not?” “How did the creation of the Western Baffin Eskimo Co-operative contribute to interest in Inuit culture?”

105 106 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open F3. FOCUS ON: SPECIFIC EXPECTATIONS F1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS AND RECONCILIATION RESILIENCE, DETERMINATION, F. F1.1 By theendofthiscourse,studentswill: F2. F1. Sample questions:“Whatare somesocial Indigenous media;theInternet andsocialmedia) for Indigenousindividuals;theexpansionof and strategiesthataremoreculturallyappropriate adoption bygroupsandinstitutionsofpractices cation oftheInuitlanguagewritingsystem; Cultural Institute[ICI]orthography andtheunifi- and languages;thedevelopmentofstandard Inuit related totherevitalizationofIndigenouscultures the protectionofspeciesandnaturalhabitats;efforts environmental, and/oranimalrightsmovements; to Indigenousrights, civilrights, women’s rights, non-Indigenous Canadians(e.g., withreference this period,includingininteractionswith individuals andcommunitiesinCanadaduring and developmentshaveaffected Indigenous Indigenous peoples? Ifso,why?” groups? Are there some that haveclashedwith with orhadanimpactonIndigenous advocacy movements from thistimethat havecooperated Change

1969 TO THE PRESENT:1969 TO THE

1969 ( 1969 since Canada in have development rights to and the contributed identities, of cultures, Indigenous Self-Determination: and Cultures, Identities, ( 1969 from to them, present to the responses well as as Canada, peoples in involving Indigenous Communities, Conflict and Cooperation: ( impact their analyse and 1969 from Canada present, peoples to in the developments Indigenous and trends, have that affected issues, political economic, and key some social, describe Context: Political and Economic, Social,

FOCUS ON: explain howsomesocialtrends, movements, Context Social, Economic,andPolitical FOCUS ON: Historical Significance;Continuityand Cause andConsequence;ContinuityChange) Historical Significance;Perspective) FOCUS ON: Historical Significance;ContinuityandChange)

analyse various legal and demographic and developments legal various analyse analyse how various individuals, groups, and issues groups, issues how individuals, and various analyse F1.3 F1.2 this period,and analysetheimpactontheir individuals andcommunities inCanadaduring developments thathaveaffected Indigenous quality oflifeforresidents?” of andimprovements toreserves affected the with respect tofundingforthemaintenance corporations?” “Howhavegovernmentdecisions to limitthepowerofmultinationalagribusiness individuals andadvocacygroups beenworking “Why havesomeFirstNations,Métis,andInuit consequences oflandclaimsagreements?” munities? Whathavebeensomeunforeseen development inFirstNationsandInuitcom- claims process inCanadahadoneconomic Sample questions:“Whatimpacthastheland trade ofallmarinemammalproducts) communities, theEuropeanUnion’s banonthe development initiativesandprogramsforIndigenous off reserves, provincialandfederal economic corporations, povertyandunemployment onand resources, thegrowingpower of multinational with economicglobalization, exploitationofnatural lives this period,andanalysetheimpactontheir individuals andcommunitiesinCanadaduring developments thathaveaffected Indigenous

describe somekeypolitical trends and describe somekeyeconomictrends and (e.g., withreferencetodevelopmentsassociated

lives (e.g., with reference to the Statement of the F1.5 explain the significance of the Truth and Government of Canada on Indian Policy, 1969 [the Reconciliation Commission of Canada for First Nations, Métis, and Inuit in Canada 1969 White Paper]; the recognition of Aboriginal residential school survivors as well as the and treaty rights in the Constitution Act, 1982 and impact of the commission’s calls to action the Canadian Charter of Rights and Freedoms [the (e.g., the commission provided residential school Charter]; the recognition in the constitution of the survivors and their families with the opportunity Métis as Aboriginal people; the development of a to share their individual experiences, which may special process to address disputes over land claims; enable them to achieve a sense of closure; various the creation of Nunavut; the establishment of the governments in Canada have set out policies to Berger Commission, the Royal Commission on act on some of the commission’s calls to action) Aboriginal Peoples, and/or the Special Parliamentary Sample questions: “What is the Indian Residential Committee on Indian Self-Government; Bill C-31 Schools Settlement Agreement (IRSSA)? What to address gender discrimination in the Indian Act, is its connection to the Truth and Reconciliation 1985; Bill C-3, the Gender Equity in Indian Commission? What are some ways in which the Registration Act, 2010; the Truth and Reconciliation IRSSA has recognized the damage inflicted by Commission of Canada) the residential schools system?” “What is meant Sample questions: “What impact have the by the statement by Murray Sinclair, the chair of Indian Act and the Charter had on gender the Truth and Reconciliation Commission, that equality in First Nations communities?” “Has ‘Reconciliation is not an Aboriginal problem – the inclusion of Aboriginal and treaty rights it is a Canadian problem. It involves all of us’? in the Constitution Act, 1982 affected First How do we individually and collectively Nations, Métis, and Inuit in the same ways? engage in the process of reconciliation?” If not, who has faced the greatest challenges in asserting their rights?” “What factors led to the creation of Nunavut? How significant F2. Communities, Conflict, and was the agreement to create this territory?” Cooperation NAC2O “What impact has the Final Report of the FOCUS ON: Cause and Consequence; Continuity and Truth and Reconciliation Commission had Change with respect to increasing awareness of the scope of systematic oppression faced by First By the end of this course, students will: Nations, Métis, and Inuit communities in Canada? What are some of the steps that the F2.1 identify some major trends and developments report outlines for reconciliation in areas such that have affected Indigenous individuals living as justice, health, and/or education?” off reserve in both rural and urban communities during this period, and assess their impact (e.g., F1.4 analyse the federal government’s 1969 with reference to the creation of the Congress of 1969 TO THE PRESENT: RESILIENCE, DETERMINATION, AND RECONCILIATION White Paper with respect to its basic ideas and Aboriginal Peoples to represent the interests of underlying attitudes, and assess the responses Indigenous individuals living off reserve; the of First Nations individuals and organizations development of a variety of Indigenous family to it, including the long-term impact of these and child centres and other social services; responses (e.g., with reference to the “Red Paper”, employment issues on reserves and the availability the development and/or increasing activism of of high-paying jobs off reserve for skilled workers; Indigenous political advocacy organizations, an racism and discrimination; the challenges of and increased focus on the protection of treaty rights, successes associated with maintaining Indigenous the determination to protect inherent rights for languages, cultural practices, and beliefs outside future generations, the documentation of cultural home communities; changes in relationships genocide) between Indigenous individuals living in urban Sample questions: “What did the White Paper settings and those in home communities) reveal about attitudes towards Indigenous Sample questions: “Why has the number of peoples in Canada at the time?” “What actions Indigenous individuals moving to urban settings did Harold Cardinal take following the release of increased during this period? What are some the White Paper? How were his actions similar challenges these people have faced? What are to or different from the responses of other First some ways in which Indigenous leaders and Nations individuals? How effective were these advocacy groups have addressed the need of responses?” “Do you think the White Paper urban dwellers to be connected to the land was a turning point for Indigenous peoples and/or to preserve their languages?” “What are in Canada? Why, or why not?” some programs that have addressed issues

107 108 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 10, Open F2.4 F2.3 F2.2 advocacy groups responded tothesetrends? crimes againstIndigenouswomen? Howhave evident duringthisperiodwith respect to responded tothesetrends?” “What trends are How havefederalandprovincial governments rates forIndigenouspeoplesintheprovince? tell usaboutstudentachievementandgraduation Nations, Métis,andInuitlearnersinOntario Sample questions:“WhatdodataonFirst implications forfuture action the significanceofthesetrends andtheir violence againstIndigenouswomen),andexplain and suicideamongyouthinremotecommunities, rates, livingconditionsonreserves, substanceabuse growing urbanIndigenouspopulations, incarceration Indigenous languageuse, populationincrease, (e.g., withreferencetoeducation, employment, Métis, andInuitpopulationsduringthisperiod demographic trends amongFirstNations, statistics andothersources toidentifykey other FirstNationsandInuitcommunities?” their livesthanprevious agreements didfor this agreement giveInuitmore autonomyover land claimagreements? Inyouropinion,does Land Claims Agreement differ from previous Sample questions:“HowdoestheNunavut earlier treaties how theyare similartoand/or different from Nisga’a Final Agreement Act, 2000),andexplain which ledtothecreationofNunatsiavut; Labrador InuitLandClaimsAgreement, 2005, Nunavut LandClaimsAgreement, 1993;the 1975; theInuvialuitFinal Agreement, 1984;the the James BayandNorthernQuebecAgreement, First NationsandInuitduringthisperiod(e.g., ments betweenCanadiangovernmentsand Indigenous peoplesinthisperiod?Why?” been themostimportantlegalchallengefor Sample questions:“Whatdoyouthinkhas 2013) Manitoba MétisFederationInc.v. Canada, Columbia, 1997;Corbiere v. Canada, 1999; v.1987; R. Adams, 1996;Delgamuukwv. British 1980; Guerinv. TheQueen, 1984;Sparrow v. R., British Columbia, 1973;theBakerLakecase, communities period, andassesstheirimpacton Indigenous Aboriginal titleand/or treaty rightsduringthis programs been?” in urbancentres? Howsuccessfulhavethese relating toincreasing Indigenouspopulations

analyse historicalandcontemporary describe somekeytreaties andlandagree analyse somekeycourtcasesrelated to (e.g., withreferencetoCalderv.

- F3.2 analysethecontributionsofsomeindividuals F2.5 FOCUS ON: F3.1 By theendofthiscourse,studentswill: F3. inquiry intotheeventsatIpperwash?” 1995? Whatwere thefindingsofpublic causes oftheconfrontation atIpperwashin Sample questions:“Whatwere the underlying Ipperwash, BurntChurch, and/orCaledonia) of theirlandrights;protestsandblockades atOka, efforts oftheLubiconCreetosecurerecognition by thecommunityofClydeRiver, Nunavut;the protests andlegalchallenges againstseismictesting Innu protestsoverlow-levelflightsinLabrador; protests overtheMackenzie Valley PipelineProject; causes andconsequences(e.g., DeneandInuit during thisperiod,andanalysesomeoftheir involving IndigenouspeoplesinCanada Cardinal, Sheila Watt-Cloutier,Cardinal, TagakCurley, John Amagoalik, Ta’Kaiya Blaney, Harold rights duringthis period recognition of Aboriginal titleand/or treaty sovereignty/self-governance andtogain and groups toefforts toraiseawareness about in theCanadian Arctic?” climate changebeenaffecting thelivesofInuit of IndigenouswomeninCanada?”“Howhas attention tothedisappearanceandmurder have internationalhumanrightsgroups called have onthelivesofInnuinregion?” “Why Bay, Labrador?Whatimpactdidtheseflights low-flying militaryflighttrainingoutofGoose considerations prompted Canadatoallow Sample questions:“Whatinternational 2007; thecreationofInuitCircumpolarCouncil) Declaration ontheRightsofIndigenousPeoples, redress forhistoricalabuses;theUnitedNations human rightsabusesandrecognitionofand/or change; foodpatents;increasingconcernabout to globalization;environmentaldegradation;climate Indigenous groups inCanada(e.g., withreference their impactonIndigenouspeoplesandnon- peoples globallyduringthisperiod,andexplain developments thathaveaffected Indigenous be taken?” What furtheraction,ifany, doyouthinkshould How hasthefederalgovernmentresponded? Perspective

describe somemajorinstancesofconflict describe sometrends, issues,and/or Self-Determination Identities, Cultures,and Historical Significance; (e.g., with referenceto

Elijah Harper, Shannen Koostachin, Jeannette F3.4 describe some significant issues, trends, and Corbière Lavell, Ovide Mercredi, Mary Simon; the developments in the arts and popular culture in First Nations, Métis, and Inuit in Canada Assembly of First Nations [AFN], the Native Canada that are relevant to Indigenous peoples Women’s Association of Canada, Inuit Tapiriit during this period, including the cultural con- Kanatami, the Métis National Council, Idle No tributions of some Indigenous individuals, and More) explain how these developments/contributions reflect and enhance First Nations, Métis, and Sample questions: “What factors led to the Inuit identities (e.g., with reference to individuals creation of the AFN in 1982?” “What trends such as Shirley Cheechoo, Norval Morrisseau, do you see with regard to activism among Alanis Obomsawin, Daphne Odjig, Kellypalik Indigenous women and youth during this Qimirpik, Rita Joe, Richard Wagamese; develop- period? What factors do you think have con- ments such as the creation of the imagiNATIVE tributed to the increased involvement of these Film and Media Arts Festival, the Indigenous groups in advocating for Indigenous peoples?” Music Awards, the Aboriginal Peoples Television F3.3 analyse actions taken by Indigenous individ- Network, Arnait Video Productions, Qaggiavuut uals, communities, and/or organizations during Arts Society; more diverse roles for Indigenous this period in response to some developments actors; increased access to Canadian and global that have had or could have a negative effect markets for Indigenous artists; increased attention on the environment (e.g., the response to the to and respect for Indigenous cultural contributions Mackenzie Valley and/or Northern Gateway in Canadian society) pipelines; logging at Grassy Narrows; a golf course Sample questions: “Do you think that the development at Sun Peaks; fracking at Elsipogtog; inclusion of Indigenous award categories the Alberta oil sands projects; Bill C-45, 2012; in national award ceremonies has changed pollutants in the Aamjiwaang First Nation perceptions of Indigenous contributions to community), and explain how these responses Canadian culture?” “Why do you think the first are related to Indigenous identities and solo exhibition featuring a First Nation artist at NAC2O self-determination the National Gallery of Canada took place over Sample questions: “What actions have some 120 years after the gallery was founded? How Indigenous individuals and groups taken to would you assess its significance?” “What draw attention to activities that may be causing support is available to Indigenous entrepreneurs environmental damage? How effective have looking to start a new venture in the arts and these strategies been in drawing widespread entertainment sector?” attention to environmental issues in Canada?” “Why are Indigenous communities in the North particularly concerned about develop-

ments that will result in higher greenhouse 1969 TO THE PRESENT: RESILIENCE, DETERMINATION, AND RECONCILIATION gas emissions?”

109

Course Introduction English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11

University Preparation (NBE3U) College Preparation (NBE3C) Workplace Preparation (NBE3E)

OVERVIEW “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” is designed as an alternative to the Grade 11 compulsory courses of the English curriculum. The English curriculum is based on the belief that language learning is essential to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. The program helps students develop a range of essential skills in the four interrelated areas of oral communication, reading and literature studies, writing, and media studies, built on a solid foundation of knowledge of the conventions of standard English and incorporating the use of analytical, critical, and metacognitive thinking skills. Students learn best when they are encouraged to consciously monitor their thinking as they learn, and these courses include expectations that call for such reflection.

“English: Understanding Contemporary First Nations, Métis, and Inuit Voices” focuses on these core competencies through exploration of text forms emerging from First Nations, Métis, and Inuit cultures in Canada, and also of the perspectives and influence of texts that relate to those cultures. The knowledge and skills described in the expectations will enable students to understand, respond to, and appreciate a full range of literary, informational, graphic, oral, media, and cultural texts and to create their own texts in a variety of forms.

Cultural text forms such as clothing and regalia, stories, songs, music, dances, and cultural practices embody social and cultural meanings in relation to their use in contemporary and historical contexts. Exploration of these text forms is therefore a crucial component of “English: Understanding Contemporary First Nations, Métis, and Inuit Voices”. It is critically important that students are taught to engage responsibly with these text forms, as well to follow appropriate cultural protocols to ensure respect for First Nations, Métis, and Inuit cultures. These protocols vary from nation to nation.

111 STRANDS The Grade 11 compulsory courses of the English curriculum are organized in four strands, or broad areas of learning: Oral Communication, Reading and Literature Studies, Writing, and Media Studies. In “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” these four strands are preceded by strand A: First Nations, Métis, and Inuit Perspectives and Text Forms in Canada. Although strand A is presented separately from the areas of learning presented in strands B–E, in practice students constantly apply the knowledge and approaches included in strand A as they work to achieve the expectations in all areas of learning.

The knowledge and skills described in strands B–E are interdependent and complementary. Teachers plan activities that blend expectations from the strands in order to provide students with the kinds of experiences that promote meaningful learning and that help them recognize how literacy skills in the four areas reinforce and strengthen one another.

A. First Nations, Métis, and Inuit Perspectives and Text Forms in Canada Identities, relationships, and self-determination, sovereignty, and self-governance are key concepts in First Nations, Métis, and Inuit cultures. As students explore texts emerging from and/or related to diverse Indigenous cultures, they learn to identify and analyse these concepts, formulating questions and comparing perspectives to stimulate a well- reasoned exchange of ideas. Through reading, listening, discussing, and writing about text forms in Canada, students also deepen their understanding of how textual representations of First Nations, Métis, and Inuit individuals, communities, and cultures are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women.

It is critically important that students learn to appreciate the responsibility that the creators of text forms in Canada have to affirm and acknowledge First Nations, Métis, and Inuit cultures, world views, and diversity through authentic and complete representations of Indigenous lives.

B. Oral Communication Oral language is a fundamental means of communication with others and the cornerstone of learning in all areas. Through talk, students not only communicate information but also explore and come to understand ideas and concepts; identify and solve problems; organize their experience and knowledge; and express and clarify their thoughts, feelings, First Nations, Métis, and Inuit Studies

| and opinions. When they converse about information and ideas, they become aware not only of the various perspectives of other speakers and writers but also of the language structures and conventions they use. As students work towards achieving the expectations for this strand, they will improve their ability to explore and communicate ideas in both classroom and formal speaking situations.

To develop their oral communication skills, students need numerous opportunities to listen and to talk about a range of subjects, including personal interests, cultural knowledge, school work, and current affairs. Students should be provided with opportunities to engage in various thought-provoking oral activities in connection with expectations in all the strands – for example, brainstorming to identify what they know about the topic of a

THE ONTARIO CURRICULUM, GRADES 9–12 new text they are about to read, discussing strategies for solving a problem in a writing

112 assignment, presenting and defending ideas or debating issues, and offering informal critiques of work produced by their peers.

As students explore various text forms associated with the oral traditions of First Nations, Métis, and Inuit cultures, they learn how to select and use culturally appropriate listening practices to further their understanding of the lessons and knowledge to be gained from traditional stories, including historical knowledge. They also gain insight into the social, economic, and political forces that affect the transmission of stories, as well as the significance of these stories not only to First Nations, Métis, and Inuit communities but also to Canadian society as a whole.

It is important for students to develop an understanding that some knowledge is sacred and may be shared only with permission and/or in certain situations. As a result, recording or reproducing an oral teaching, a story, or a song may require explicit permission from the knowledge holder and/or community.

Listening and speaking are essential skills for social interaction at home, at school, and in the community. In order for all students to benefit from the opportunities provided in the classroom for listening and speaking, differences in the norms and conventions associated with oral communication in different cultures must be taken into account. In addition, for some students, the notion that learning involves talk is unfamiliar, and talk that supports learning must be explicitly taught and modelled. All students can benefit from opportunities to improve their listening and response skills and to refine their ideas and their ability to express them.

The Oral Communication strand focuses on the identification and development of the skills and strategies effective listeners and speakers use to understand and interact with others. It also emphasizes the use of higher-order thinking skills to stimulate students’ interest and engage them in their own learning.

C. Reading and Literature Studies “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” focuses on developing the knowledge and skills that will enable students to become effective readers. An effective reader is one who not only grasps the ideas communicated in a text but is able to apply them in new contexts. To do this, the reader must be able to think clearly, creatively, and critically about the ideas and information encountered in texts in order to understand, analyse, and absorb them and to recognize their relevance in other contexts. Students can develop the skills necessary to become effective readers by NBE3E NBE3U, NBE3C, COURSE INTRODUCTION: applying a range of comprehension strategies as they read and by reading a wide variety of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources. It is also important that they read a range of materials that illustrate the many uses of writing. By reading widely, students will develop a richer vocabulary and become more attuned to the conventions of written language. Reading various kinds of texts in all areas of the curriculum will also help students to discover what interests them most and to pursue and develop their interests and abilities.

Reading is a complex process that involves the application of various strategies before, during, and after reading. For example, before reading, students might prepare by identifying the purpose of the reading activity and by activating their prior knowledge about the topic of the text. Teachers help build the necessary background knowledge for students

113 whose life experiences may not have provided them with the information they need to understand the text. During reading, students may use “cueing systems” – that is, clues from context or from their understanding of language structures and/or letter-sound relationships – to help them solve unfamiliar words, and comprehension strategies to help them make meaning of the text. Comprehension strategies include predicting, visualizing, questioning, drawing inferences, identifying main ideas, summarizing, and monitoring and revising comprehension. After reading, students may analyse, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper understanding of the material they have read. It is essential that teachers provide adequate time for students to apply various strategies before, during, and after reading not only in order to develop reading skills but also to ensure that there is an opportunity to support students who may find some texts emotionally difficult due to their own experiences and connections to the material.

Teachers must use their professional judgement in deciding which comprehension strategies to model and teach, based on the identified learning needs of the students in their classrooms and on the nature of the particular texts students are reading.

Fluent, independent readers read frequently for a variety of different purposes – to locate information, to satisfy curiosity, for enjoyment, to build vocabulary, for research, and for various more specifically defined purposes. The purpose for reading will be determined by the teacher in some cases and by the student in others. The reading program should include a wide variety of literary, informational, and graphic texts that engage students’ interest and imagination – for example, novels; poetry; short stories; textbooks and books on topics in science, history, mathematics, geography, and other subjects; biographies, autobiographies, memoirs, and journals; plays and radio, film, or television scripts; encyclopaedia entries; graphs, charts, and diagrams in textbooks or magazines; instructions and manuals; graphic novels, comic books, and cartoons; newspaper and magazine articles and editorials; databases and websites; and essays and reports. Teachers should routinely provide materials that reflect the diversity of Indigenous peoples. Frequent exposure to good writing will inspire students to work towards high standards in their own writing and will help them develop an appreciation for the power and beauty of the written word.

This strand helps students learn to read with understanding, to read critically, to become familiar with various text forms and their characteristic elements, and to recognize the function and effects of various text features and stylistic devices. It helps students understand that reading is a process of constructing meaning and equips them with the strategies that good readers use to understand and appreciate what they read. First Nations, Métis, and Inuit Studies

| D. Writing A central goal of the Writing strand is to promote students’ growth as confident writers and researchers who can communicate competently using a range of forms and styles to suit specific purposes and audiences and correctly applying the conventions of language – grammar, usage, spelling, and punctuation. These conventions are best learned in the context of meaningful and creative writing activities that allow students to develop the ability to think and write clearly and effectively on subject matter related to First Nations, Métis, and Inuit cultures.

Writing, from initial musings to final publication, is a complex process that involves a range

THE ONTARIO CURRICULUM, GRADES 9–12 of complementary thinking and composing skills, as well as other language processes,

114 including reading, speaking, and listening. As writers compose, they consider their audience; make decisions about form, style, and organization; and apply their knowledge of language use. To develop these competencies, students need a supportive classroom environment, with opportunities to extend and refine their skills in using the writing process and doing research. Students need opportunities to apply these skills and to write daily, in many forms and genres, for a variety of purposes and audiences, and within different time constraints. The forms and genres explored may include essays, reports, short stories, poetry, scripts, journals, letters, biographies, children’s stories, articles, blog posts, reviews, précis, explanations, instructions, notes, procedures, and advertisements. Because postsecondary institutions and employers require clear, well-organized writing, on demand and within strict timelines, students also need to learn and practise strategies for writing effectively and correctly in the context of in-class writing assignments and test situations.

Students benefit from opportunities to produce writing that is interesting and original and that reflects their capacity for independent critical thought on subject matter related to First Nations, Métis, and Inuit cultures. Writing activities that students find meaningful and that challenge them to think creatively about topics and concerns that interest them will lead to a fuller and more lasting command of the essential skills of writing.

Writing on subject matter to related to First Nations, Métis, and Inuit cultures needs to be approached sensitively. Students learn to take into account the responsibility to ensure that their work is free from bias, stereotypes, misinformation, and cultural appropriation.

The overall expectations in this strand focus on the elements of effective writing (ideas/ content, organization, voice, word choice, sentence fluency, language conventions, and presentation) and on the stages of the recursive writing process (planning for writing, drafting, revising, editing and proofreading, and publishing). In the specific expectations, the examples and sample questions refer to writing forms and language conventions that are appropriate for instruction in the given course. The forms and conventions noted are not, however, the only ones that may be taught in the course. Teachers will continue to use their professional judgement to decide on the forms and conventions students will study, based on the identified learning needs of the students in their classrooms.

E. Media Studies The Media Studies strand focuses on the art, meaning, and messaging of various forms of media texts emerging from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources. Media texts can be understood to include any work, object, or event that communicates meaning to an audience. Most NBE3E NBE3U, NBE3C, COURSE INTRODUCTION: media texts use words, graphics, sounds, and/or images, in print, oral, visual, or electronic form, to communicate information and ideas to their audience. Whereas traditional English language study may be seen to focus primarily on the understanding of the word, media studies focuses on the construction of meaning through the combination of several media “languages” – images, sounds, graphics, and words.

Media studies explores the impact and influence of mass media and popular culture by examining texts such as films, songs, video games, action figures, advertisements, music advertising media, clothing, billboards, television and streaming content, magazines, newspapers, photographs, and websites. These texts abound in our electronic information age, and the messages they convey, both overt and implied, can have a significant influence on students’ lives. For this reason, critical thinking as it applies to media products

115 and messages assumes a special significance. Understanding how media texts are constructed and why they are produced enables students to respond to them intelligently and responsibly. Students must be able to differentiate between fact and opinion; evaluate the credibility of sources; recognize bias; be attuned to discriminatory portrayals of individuals and groups, such as Indigenous peoples, religious or sexual minorities, people with disabilities, or seniors; and question depictions of violence and crime.

Students’ repertoire of communication skills should include the ability to critically interpret the messages they receive through the various media and to use these media to communicate their own ideas effectively as well. Skills related to media such as the Internet, film, and television are particularly important because of the power and perva- sive influence these media wield in our lives and in society. Becoming conversant with these and other media can greatly expand the range of information sources available to students, and enhance potential career opportunities in the communication and entertainment industries.

To develop their media literacy skills, students should have opportunities to view, analyse, and discuss a wide variety of media texts from First Nations, Métis, and Inuit sources, and, as appropriate, relevant media texts from non-Indigenous sources and relate them to their own experience and/or understanding. They should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts, podcasts, short videos, blogs, web pages).

This strand focuses on helping students develop the skills required to understand, create, and critically interpret media texts. It examines how images (both moving and still), sound, and words are used, independently and in combination, to create meaning. It explores the use and significance of particular conventions and techniques in the media and con- siders the roles of the viewer and the producer in constructing meaning in media texts. Students apply the knowledge and skills gained through analysis of media texts as they create their own texts on subject matter related to First Nations, Métis, and Inuit cultures.

In the specific expectations in this strand, the examples and sample questions refer to media forms and conventions that are appropriate for instruction in the given course. These are not, however, the only forms and conventions that students may explore in the course. Teachers will continue to use their professional judgement to decide on the forms and conventions students will study, based on the identified learning needs of the students in their classrooms. First Nations, Métis, and Inuit Studies

| THE RESEARCH AND 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. Inquiry and research are at the heart of learning in “English: Understanding Contemporary First Nations, Métis, and Inuit Voices”. They are incorporated into all the strands as students locate, question, and validate information through a rigorous process of interpretation and reflection in oral communication, reading, writing, and media studies. Students develop their ability to ask questions more deeply or thoughtfully and to explore a variety of possible answers to those questions. THE ONTARIO CURRICULUM, GRADES 9–12

116 English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11

University Preparation NBE3U

This course explores the themes, forms, and stylistic elements of a variety of literary, informational, graphic, oral, cultural, and media text forms emerging from First Nations, Métis, and Inuit cultures in Canada, and also examines the perspectives and influence of texts that relate to those cultures. In order to fully understand contemporary text forms and their themes of identity, relationship, and self-determination, sovereignty, or self- governance, students will analyse the changing use of text forms by Indigenous authors/ creators from various periods and cultures in expressing ideas related to these themes. Students will also create oral, written, and media texts to explore their own ideas and understanding, focusing on the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. The course is intended to prepare students for the compulsory Grade 12 English university or college preparation course.

Prerequisite: English, Grade 10, Academic

117 118 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation A3. A2. * A1.1 IdentifyingForms Text Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS FORMS INCANADA INUIT PERSPECTIVESAND TEXT A. background information andachartidentifyingvarious typesofculturaltextforms. various symbols, practices,images,sounds,and/or concrete formstoconveyinformation andideas.Seepage188for passed onfrom generation togenerationexpress andcommunicate thoseshared beliefsand values.Theseformsemploy that havedevelopedovertimeon thebasisofbeliefsandvaluesculture andthatare respected, honoured, and example, elementsofmaterialculture, suchasclothing andregalia; stories; songs,music,dances;andculturalpractices– The term“culturaltextform”isused inthisdocumenttorefer toformsandmeansofcommunication–including,for A1. producing rhythmic patternsofvoicedand Inuit womenengageinkatajjaq, orthroatsinging, pearl buttonstorepresentanindividual’s clan; are decoratedwithpatternsmadefrommother-of- history; NorthwestCoast Tsimshian buttonblankets an autobiographicaltextformthatconveysfamily painted withsymbolsrepresentinglifeeventsis collective historyofapeople;buffalo-hide robe migration patterns, andculturalteachings forma Anishinaabe communitiestorecordevents, stories, within thesociety(e.g., birch barkscrollsusedby support thecommunicationofmeaning and Inuitcultures, andexplainhowthey associated customsfrom FirstNations,Métis,

colonialist views and incomplete or inaccurate representations. representations. incomplete or inaccurate and views colonialist to challenge of efforts society Canadian on impact world the and views, assess cultures, and lives, Inuit diversity Nations, of and First the Métis, representing in Canada in created forms Reconstructing: role of to the related gender women; and perspectives events, and conditions including political and social and background, cultural period, to by related or shaped historical by perspectives influenced are Canada in created forms text in cultures and communities, individuals, Inuit and Deconstructing: topics; about these of ideas exchange awell-reasoned to stimulate perspectives comparing and questions formulating sovereignty,self-determination, in Canada, created orin self-governance, text forms reflected as Exploring:

FIRSTNATIONS, MÉTIS, AND

A1.2 Formulating Questions your definitionoftext?” your viewofagreements? Howdoesitchange belt asthetextofacontractualagreement change agreement? Howdoestheuseofawampum the wayofinterpreting awrittencontractual between twoparties?Whatbarrierscangetin a record ofthespiritandintentanagreement Sample questions:“Whyisitimportanttohave their culturalidentity) traditional designstoallowwearersexpress incorporates nation-affiliatedsymbolsand/or babies; ceremonialandtraditionalclothing as anentertainmentorinsomecasestosoothe unvoiced soundsthroughinhalationorexhalation, issues related toFirstNations,Métis,and Inuit guide theirexplorationsofthemes,ideas,and

formulate increasingly effective questions to

identities, relationships, and self-determination, Sample questions: “What specifically Inuit sovereignty, or self-governance, as reflected in perspective on the relationship between the various Indigenous text forms, and, as appro- natural and human worlds does this song English: Understanding Contemporary First Nations, Métis, and Inuit Voices priate, in relevant non-Indigenous texts (e.g., convey?” “In the novel you are studying, what factual question: “What are some issues related to aspects of the narrator’s perspective on the the legal status of the Two Row Wampum Treaty?”; interconnectedness of all living things reflect comparative question: “What are some similarities an authentic First Nation world view?” “How and differences between First Nations, Métis, or does this poem convey the uniqueness of Métis Inuit accounts of the creation of the world and culture while illustrating its relationship to First those of other cultures?”; causal question: “What Nations and European cultures and to the fur are some consequences of the ways in which First trader way of life?” Nations, Métis, and Inuit cultures have been represented in history, science, and geography Exploring Self-Determination, Sovereignty, and texts written for Canadian schools?”) Self-Governance Sample questions: “What is an inquiry stance? A1.5 identify and explain diverse themes, ideas, How can you apply an inquiry stance to support and issues related to First Nations, Métis, and your learning about First Nations, Métis, and Inuit self-determination, sovereignty, or self- Inuit perspectives in an English course?” governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant Exploring Identities non-Indigenous texts (e.g., with reference to A1.3 identify and explain diverse themes, ideas, nation-to-nation relations, land claim disputes and issues related to First Nations, Métis, and resolutions, traditional territories, linguistic and Inuit identities, as reflected in various and cultural revitalization, citizenship, colonialist Indigenous text forms, and, as appropriate, policies, the principles of the Two Row Wampum) in relevant non-Indigenous texts (e.g., with Sample questions: “Do the various informational NBE3U reference to cultural identities, legal identification narratives and reports you have read express in Canada, self-identification and related an equitable relationship between Indigenous terminology, the link between identity and and non-Indigenous governments with respect traditional territories, individual roles and to Indigenous rights? Why, or why not?” responsibilities within clan family structures) Sample questions: “Why do you think the Comparing Perspectives theme of the extended family often occurs in A1.6 compare multiple perspectives on themes, Inuit text forms and literature related to Inuit ideas, and issues related to First Nations, Métis, culture? What does that reflect about Inuit and Inuit identities, relationships, and self- FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST concepts of individual versus collective identity?” determination, sovereignty, or self-governance, “In what ways have Métis individuals and as reflected in various texts from both Indigenous communities been affected by being dispossessed and non-Indigenous sources (e.g., compare of their homelands? How are these effects perspectives on the role of society in family affairs reflected in Métis text forms? What do you presented in the Two Row Times, Nunatsiaq News, think some consequences might be of feeling or Métis Voyageur and in one or more mainstream the need both to hide and to reclaim Métis newspapers; identify how the perspectives on the identity?” commoditization or protection of natural resources such as seeds, water, soil, and air presented in a Exploring Relationships variety of texts contradict or confirm one another) A1.4 identify and explain diverse themes, ideas, Sample questions: “How might the perspective and issues associated with relationships in First of a research report on the history and contem- Nations, Métis, and Inuit cultures, as reflected porary context of the Métis Nation vary in various Indigenous text forms, and, as depending on the sources it is drawn from?” appropriate, in relevant non-Indigenous texts “How would you characterize the perspectives (e.g., with reference to the interconnectedness of of these two magazine articles on treaty pro- all living things, the rights and responsibilities cesses and treaty relationships in Canada? Do derived from natural law that shape the relationship they contradict or confirm one another?” “What between humankind and nature, ancestral relations are some similarities and differences between between the spirit world and families, the the way these two novels approach the theme relationship between Aboriginal title and treaty of a First Nation family’s spiritual ties to its rights and human rights and freedoms, the ancestors?” connection between familial ties and community ties)

119 120 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation A2.2 Contradictions A2.1 Viewpoint Throughout this course,studentswill: A2. approaches?” various perspectives,usingarangeofanalytical to FirstNations,Métis,andInuitcultures from is itimportanttointerpret textformsrelated had beenincludedorbetterrepresented?” “Why if FirstNations,Métis,andInuitwomen’svoices text?” “Howmightthistexthavebeendifferent benefits from theperspectivesexpressed inthis author wanttoexpress aboutthetopic?Who Sample questions:“Whatviewpointdidthe and/or politics gender, culture, sexualorientation, ability, shaped byfactorsrelated tohistoricalperiod, how theviewpointofcreator/author is priests), andmakeappropriate inferences about women whoselivesaredepictedinthetext, settlers, in theIndianAct, children inresidentialschool, Nations womenaffectedbygenderdiscrimination federal politicians, Métiscommunityleaders, First spectives (e.g., theperspectivesofcontemporary were presented from arangeofdifferent per in non-Indigenoustexts,mightchangeifthey Indigenous textforms,and,asappropriate, veyed invariouscontemporaryandhistorical First Nations,Métis,andInuitcultures con- in textformsCanadaover time?” of FirstNations,Métis,and Inuit individuals some factorsthathavehelped changedepictions mid-twentieth-century movies?” “Whatare of the‘noblesavage’asdepicted insome “What contradictionunderlies theconcept explain thesedifferences inperspective?” or Inuitresponse totheissue?Howdoyou contradict anauthenticFirstNations,Métis, complete? Why, orwhynot?Howmightit or Inuitcommunitiesisaccurate,fair, and issue ofimportancetoFirstNations,Métis, response inamainstream newspapertoan Sample questions:“Doyouthinkthiseditorial divergence ofviews irreligious), andanalysethereasons forthe versus impoverished, spirituallyrich versus wards ofthegovernment, economicallydiverse “uncivilized” “savages”, sovereignnationsversus texts (e.g., versus and“philosophical” “noble” Indigenous textforms,andnon-Indigenous in variouscontemporaryandhistorical Métis, andInuitcultures havebeendepicted

determine howthemessagesrelating to identify contradictionsinhowFirstNations, Deconstructing

A2.4 Accessibility A2.3 Positioning A2.5 Asymmetries and/or sacredknowledge) knowledge holdersinprotectingtraditional Métis Senators, knowledgekeepers, and/or oral textforms;theroleandreasoningofElders, of speakersIndigenouslanguagesusedinvarious First Nations, Métis, andInuittextforms;thenumber Inuktitut syllabicsystem, thatareusedinvarious with knowledgeofwritingsystems, such asthe half ofthetwentiethcentury;numberpeople Inuit self-expressioninthenineteenthandfirst the courtsinregulatingFirst Nations, Métis, and cultural textforms(e.g., theroleandreasoningof Nations, Métis,andInuittextforms,including historical factorsaffecting publicaccesstoFirst sources ofinformation) of thetext;relianceonprimaryorsecondary degree ofrelevanceto, themainthemeorargument of First Nations, Métis, orInuitcontentinto, and/or Inuit contentinrelationtoothercontent;integration of material;placementFirst Nations, Métis, or their opinions(e.g., relativeamountandprominence on arangeofappropriate evidencetosupport text forms,providing explanationsthatdraw content invariouscontemporaryandhistorical attitudes towards FirstNations,Métis,andInuit Indigenous knowledge?” cultural expression leadtotheappropriation of applying Western culturalcriteriatoartisticand stories, andcultures? Inwhatspecificwayscan First Nations,Métis,andInuitknowledge,oral they collectandpublishstoriesthatdrawon relation totruth, sensitivity, andrespect when writers andpublishersneedtoconsiderin Sample questions:“Whatdonon-Indigenous Nations, Métis, andInuittraditionalknowledge) expression; non-IndigenousappropriationofFirst forms, such asprint, overotherforms, such asoral of culturalproducts;theprivileging Western text copyright lawandnotionsofindividualownership cultural textforms(e.g., issuesarisingfrom Nations, Métis,andInuittextforms,including to applyWestern culturalcriteriatoFirst

describe arangeofcontemporaryand make inferences ofincreasing subtletyabout describe arangeofissuesrelated toattempts

A3. Reconstructing might be justified or even required (for example, direct quotations from historical documents or Throughout this course, students will: dialogue consistent with the speaker’s character English: Understanding Contemporary First Nations, Métis, and Inuit Voices and the period in historical novels)?” Acknowledging A3.1 demonstrate an understanding of the Diversity challenges First Nations, Métis, and Inuit A3.3 analyse and compare the ways in which individuals and communities face and have the diversity of First Nations, Métis, and Inuit faced in controlling their own narratives and lives, knowledge, cultures, and world views resisting colonialist views, as revealed in text is represented or under-represented in various forms studied in this course (e.g., identify, in contemporary and historical text forms (e.g., nineteenth- and early-twentieth-century text compare depictions of a specific First Nation, Métis, forms, representations of First Nations, Métis, or Inuit culture in a contemporary documentary and Inuit individuals and cultures that reflect and a mid-twentieth-century documentary to de- unquestioning acceptance and perpetuation of termine how accurately the culture is differentiated negative stereotypes; explain how contemporary from other cultures in each case; describe some graphic novels by some First Nations, Métis, and ways in which contemporary Indigenous authors Inuit authors demonstrate cultural resistance to such as Richard Wagamese and Eden Robinson colonialist views) have shaped literary representations of First Nations, Sample questions: “How can identifying Métis, and Inuit diversity; describe how the use of misrepresentations in historical or contemporary words such as ‘Aboriginal’, ‘Indian’, and ‘Indigenous’ text forms encourage more accurate representa- in historical text forms might undermine the concept tions of First Nations, Métis, and Inuit individuals of First Nations, Métis, and Inuit diversity, and and communities?” “In what ways does this explain the challenge this represents for contem- narrative attempt to reassert a Métis perspective porary historians) NBE3U on subject matter related to Métis communities?” Sample questions: “Given the widespread use “How does this text question a colonialist view of the word ‘Indian’ in earlier centuries to refer to of Inuit life?” diverse groups of Indigenous people in North America, what strategies can contemporary Naming historians and writers use to differentiate each A3.2 identify appropriate ways to refer to nation’s contribution to Canadian history?” Indigenous peoples in diverse contexts (e.g., “How does this text written in the mid-twentieth judicial and legislative terminology, treaty century about First Nations, Métis, and Inuit language, global forums, historical narratives, art forms compare to one written in the early personal communications that reflect individual twenty-first century? In your opinion, how CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST naming preferences, texts relating to contemporary does the change in the way that the art forms local communities), and locate examples of and their origins are described affect the reader’s inappropriate terminology in contemporary understanding of the diversity of First Nations, and historical text forms from both Indigenous Métis, and Inuit cultures?” and non-Indigenous sources and explain the significance of naming choices Relevance A3.4 Sample questions: “In what ways is naming evaluate a variety of contemporary text forms particularly problematic for First Nations, to determine how accurately they represent the Métis, and Inuit communities in Canada?” lives and activities of First Nations, Métis, and “How does knowledge of First Nations, Métis, Inuit individuals and communities, past and and Inuit history help you appreciate the need present (e.g., compare how the political interests of to use appropriate terms in your own writing?” First Nations, Métis, and Inuit voters are depicted in “As you read the terms used in contemporary the media by Indigenous and non-Indigenous written texts to describe various First Nations, media sources; assess the currency of information Métis, and Inuit world views, how do you about First Nations, Métis, and Inuit communities think they affect your comprehension of the in various history textbooks; compare various message?” “What is your reaction to the use literary portrayals of First Nations, Métis, and of the words ‘Indian’, ‘half-breed’, or ‘Eskimo’ Inuit individuals and cultures by Indigenous instead of ‘First Nation’, ‘Métis’, or ‘Inuit’ to and non-Indigenous writers), and explain, with refer to Indigenous peoples in Canada? What increasing insight, how updated representations contexts can you think of in which such usage can influence society (e.g., television programs representing First Nations, Métis, and Inuit

121 122 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation Métis, andInuitaspirations?” Indigenous CanadiansviewFirstNations, might thesedifferences affect thewaynon- representations differ from oneanother?How do Indigenousandnon-Indigenousmedia individuals andcommunities?Inwhatways contemporary FirstNations,Métis,andInuit media sources reflect thepoliticalinterests of well doIndigenousandnon-Indigenous Sample questions:“Inyouropinion,how revitalization) inequalities, andofthesignificancecultural raise awareness ofcontinuedinjusticesand and poetrybyFirst Nations, Métis, andInuitauthors misconceptions arenotperpetuated;shortstories Nations, Métis, andInuitcommunitiesensurethat perspectives onhistoricaleventsinvolvingFirst lifestyles; newtextbookeditionsreflectingcurrent and careersbroadenawareness ofcontemporary individuals engagedinawiderangeofactivities

A3.5 Affirmation and symbols?” Nations, Métis,andInuitspirituality, teachings, gardens, respectfully supportandreflect First traditional foodandplantgardens, andmural environments, suchasmedicinewheelgardens, spaces beingcreated insomeurbanschool such repatriation have?”“Howdothesacred produced them?Whatconsequencesmight in Canadianmuseumstothecommunitiesthat culturally sensitivematerialscurrently stored the return ofmedicine bundlesandother about Indigenousbeliefsfrom campaignsfor systems appropriately?” “Whatcanyoulearn and valueFirstNations,Métis,Inuitbelief more difficult forindividualstounderstand Nations, Métis,andInuittextformsmakeit ‘legend’, ‘myth’,and‘artefact’attachedtoFirst Sample questions:“Howdolabelssuchas efforts onsociety myths), andanalysetheinfluenceofthese ness of humansandthenaturalworldratherthan than legends;asaffirmationsoftheinterconnected- than artefacts orcrafts;ashistoricalrecordsrather importance withrespecttoworldviewsrather cultural textforms(e.g., astextsoffoundational valuation ofFirstNations,Métis,andInuit to affirmthevalueandcounteractunder

describe variouscontemporaryefforts

- B. ORAL COMMUNICATION English: Understanding Contemporary First Nations, Métis, and Inuit Voices

OVERALL EXPECTATIONS By the end of this course, students will:

B1. The Oral Tradition: demonstrate an understanding of text forms, figures, and practices associated with the oral traditions of First Nations, Métis, and Inuit cultures, explaining how these traditions communicate meaning and how they are used in contemporary communities, and demonstrate the use of culturally appropriate listening practices; B2. Listening to Understand: listen to oral texts from and/or related to First Nations, Métis, and Inuit cultures in order to understand and respond appropriately in a variety of situations for a variety of purposes; B3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences, for a variety of purposes, about themes, ideas, and issues related to First Nations, Métis, and Inuit cultures; B4. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers,

areas for improvement, and the strategies they found most helpful in oral communication contexts related to First Nations, Métis, and Inuit cultures. NBE3U

SPECIFIC EXPECTATIONS

B1. The Oral Tradition metaphor is used to develop listeners’ deeper thinking; culturally specific practices ensure the By the end of this course, students will: preservation, maintenance, and accuracy of stories; humour is used to engage listeners) Oral Text Forms and Their Use Sample questions: “Why are Elders, Métis B1.1 identify various text forms associated with Senators, knowledge keepers, and knowledge the oral traditions of First Nations, Métis, holders assigned the task of oral teaching? and Inuit cultures; explain their purpose and In what specific ways do they protect and symbolic meaning (e.g., reiterative storytelling preserve traditional teachings?” “Do you think affirms the spirit and intent of the teaching through the protection of oral tradition and special repetition and variation; creation stories offer a status for knowledge holders such as Elders spiritual foundation for human life and explain remain relevant in contemporary society? the relationship between humanity and the natural Why, or why not?” world; acknowledgements are simple greetings that are exchanged in recognition of the speakers’ Figures and Their Function family and clan connections; spiritual or traditional B1.2 describe a variety of significant figures names offered by speakers when they introduce from First Nations, Métis, and Inuit oral stories themselves affirm the connection between the (e.g., Chikapash, Nuliajuk or Sedna, Kiviuq, person, his or her community, and the spiritual Waynaboozhoo or Nanabush, Great Spirit or realm); and describe various customs governing Creator, Mother Earth, clan animals, Windigo), their use (e.g., protocols determined by the time of

including their origins, roles, characteristics, ORAL COMMUNICATION year or the age of the listener govern the sharing and behaviour, and explain, with increasing of stories about seasonal change or the transition insight, how they reflect a particular culture’s from one life stage to the next; cultural norms world view (e.g., Sedna’s vengeful character assign the task of oral teaching to Elders, Métis defines the relationship between Inuit and Senators, knowledge keepers, and knowledge the sea; Coyote’s use of humour and trickery holders; storytellers have specific roles and provokes thoughtful contemplation of how various responsibilities within a particular culture; aspects of the natural world have come to be;

123 124 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation B1.4 Culturally Appropriate Listening Practices B1.3 Influences Societal holder istalking? Howdothemembersof a Métis Senator, knowledge keeper, orknowledge an oralteachingortotakenotes whileanElder, priate tomakeanaudioorvideo recording of Sample questions:“Whymightitbeinappro - holder and/orcommunity) explicit permissionfromthetraditional knowledge recording, orreproducingateaching without teaching; refrainfromtakingnotes, makinga of astorytodevelopmeaningfromtraditional teaching; makepersonalconnectionstothecontent points whilelisteningtodeducethelessonof is givingtheteaching; makeamentalnoteofkey knowledge keeper, orknowledgeholderwho invited todosobytheElder, MétisSenator, refrain frominterruptingtoclarifyapointunless First Nations,Métis,andInuitspeakers(e.g., listening practicesduringoralteachingsby identify whomediatebetweenlifeanddeath?” culture’s] world view?”“Whichfigures canyou with Raven?Whatdoesthatsuggestabout[the in thisstory?”“WhattraitsdoesCoyoteshare are explainedbythebehaviouroffigures “What aspectsof[theculture’s] worldview stories? Whatisthepurposeoftheirtrickery?” do tricksterfigures interactwithhumansinoral Sample questions:“Whatare tricksters? How with nature) to theAnishinaabepeoplehowliveinharmony Waynaboozhoo’s shape-shiftingspiritdemonstrates continuation oforaltraditions?” efforts aimedspecificallyatsupportingthe courts?” “Whatare someculturalrevitalization is thecurrent legalstatusoforalhistoryinthe decisions regarding territorialdisputes?What “What role hasoralhistoryplayedincourt porary FirstNationsandMétissharingcircles?” affected therole oforaltraditionsincontem- digital media,andthewritingprocess have laws governingintellectualproperty rights, Sample questions:“Inwhatwaysdoyouthink communities in contemporaryFirstNations,Métis,andInuit the disruption orcontinuationoforaltraditions evolving legaldefinitionofintellectualproperty)on transmission asaresultofchanging lifestyles, the of socialstructuresthatsupportoralknowledge court decisionsregardingoralhistory, theerosion revitalization, territorialdisputesandresulting and politicaloppression, decolonization, cultural forces (e.g., colonization, forcedrelocation, cultural of arangesocial,economic,and/or political

select anduseculturallyappropriate explain, withincreasing insight,theinfluence

B2.1 Purpose By theendofthiscourse,studentswill: B2.3 Using Listening Comprehension Strategies B2.2 Using Active Listening Strategies B2. knowledge holderspeak?” Elder, Métis Senator, knowledgekeeper, or attention toyouremotionswhilelisteningan substantive facts?”“Whyisitimportanttopay perspectiveratherthandescribing the speaker’s mine whichpointsinthepresentation represent learn from thisspeaker?”“Howdoyoudeter “What areSample questions: youexpecting to repeated listeningtooralstories) develop patience, trust, andempathy through effective noteswhilelisteningtoalecture; knowledge keeper, orknowledgeholder;totake from theoralteaching ofanElder, MétisSenator, student-teacher conference;toidentifyalifelesson gather suggestionsforimprovementduringa before providingaresponseindiscussion;to a presenter;todeterminethemeritsofviewpoint tasks (e.g., tonotetheculturalterminologyusedby and Inuitcultures, andsetgoalsforspecific from and/or related toFirstNations,Métis, tasks, withafocusonlisteningtooraltexts skills from onegenerationtothenext?” the transmissionoftraditionalknowledgeand stood byall?Howdotheserestrictions affect culture ensure thatsuchprotocols are under and/or related toFirstNations,Métis, andInuit after listening to understandoraltextsfrom comprehension strategiesbefore, during,and listen withanopenmind?” some listeningstrategiesthatmighthelpyou viewpoint?Whatare to considerthespeaker’s do youholdthatcouldhinderyourwillingness disagree respectfully?” “Whatbeliefsorattitudes Sample questions:“Whatdoesitmeanto small-group discussion) and buildonthecontributionsofothersina diverse ideasandculturalperspectives;affirm a speaker’s viewpointwhileshowingrespectfor and the Two Row Wampum Treaty; respondto details, such asareferencetonon-interference of aspeaker;askspeakertoclarifyhistorical questions tohelpthemunderstandtheviewpoint Nations, Métis,andInuitcultures (e.g., formulate of oralcommunicationcontextsrelated toFirst listening strategieswheninteractinginarange

identify thepurposeofarangelistening select andusethemostappropriate listening select andusethemostappropriate active Listening toUnderstand

cultures, including increasingly complex or Extending Understanding of Texts difficult texts (e.g., review background materials

B2.6 extend their understanding of oral texts from English: Understanding Contemporary that present a First Nation, Métis, or Inuit perspective and/or related to First Nations, Métis, and Inuit First Nations, Métis, and Inuit Voices before listening to a debate on a related topic; refer cultures, including increasingly complex or to their own research to facilitate or confirm their difficult texts, by making effective connections understanding of an oral teaching by an Elder, Métis between the ideas in them and in other texts Senator, knowledge keeper, or knowledge holder) and to their own knowledge, experience, and Sample questions: “How did your research on insights (e.g., compare and contrast the values the world view of this cultural group help you expressed in a traditional oral teaching with their understand the debaters’ viewpoints?” “What own beliefs; connect the issues discussed in a public questions could you prepare before listening forum about on-reserve First Nations youth to their to a news report about an event within a First own and their peers’ experience) Nation, Métis, or Inuit community? How is it Sample questions: “In what ways did your helpful to identify key verbs in the report that experience of learning another language or are used to describe the actions the community your heritage language help you understand is taking?” the Elder’s oral report on the challenges of promoting the use of Indigenous languages in Demonstrating Understanding of Content First Nations communities? What questions do B2.4 identify, in a variety of ways, important you still have about the Elder’s main points information and ideas in oral texts from that other oral texts might help you answer?” and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex Analysing Texts or difficult texts (e.g., identify recurring themes B2.7 analyse oral texts from and/or related to First in a variety of presentations on an issue related to Nations, Métis, and Inuit cultures, including First Nations, Métis, and Inuit cultures; identify increasingly complex or difficult texts, focusing NBE3U evidence in an oral text that substantiates the text’s on the ways in which they communicate infor- central claim; create a musical compilation that mation, themes, ideas, and issues and influence supports the message and tone of a dramatic reading the listener’s/viewer’s response (e.g., describe about the history of a First Nation community) how a speaker’s use of non-verbal cues in a Sample questions: “What similar important presentation about Canada’s shared history with ideas did the presentations make? What ideas Indigenous peoples influenced their response to did they disagree on?” “What theme(s) emerged the message; explain how the Crown–Indigenous from the presentations?” Relations and Northern Affairs critic used particular figures of speech during Question Period in the Interpreting Texts House of Commons to influence their audience; analyse the use of “expert opinions” to establish B2.5 develop and explain interpretations of oral authority in a news broadcast about an issue of texts from and/or related to First Nations, Métis, importance to First Nations, Métis, or Inuit and Inuit cultures, including increasingly communities) complex or difficult texts, using evidence from the text, including oral and visual cues, Sample questions: “What figures of speech did to support their interpretations effectively (e.g., the Official Opposition’s Crown–Indigenous explain how the speaker’s selection of supporting Relations and Northern Affairs critic use during details in a seminar on contemporary Inuit Question Period? What do you think was the communities affected their interpretation of the intended effect? Do you think the language was message; explain the challenges to Métis identity chosen primarily to persuade the minister and outlined and solutions proposed by a guest speaker, other MPs, visitors in the public gallery, the identifying how the speaker’s use of anecdotes, press, or the television audience? What reasons repetition, and tone of voice helped them to can you give for your opinion?” interpret the message; describe similarities and differences between two singers’ interpretations Critical Literacy of the same song lyrics, identifying non-verbal ORAL COMMUNICATION B2.8 identify and analyse the perspectives and/or cues that support those interpretations) biases evident in oral texts from and/or related Sample questions: “What information did the to First Nations, Métis, and Inuit cultures, speaker’s tone of voice convey about his or her including increasingly complex or difficult attitude to the topic? How did that affect your texts, and comment with growing understanding interpretation of the message?” on any questions they may raise about beliefs, values, identity, and power (e.g., identify the perspective of a speaker discussing the impact of

125 126 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation B3.1 Purpose By theendofthiscourse,studentswill: B2.9 Understanding Presentation Strategies B3. other perspectives?” presentation? Howcanyoufindoutabout perspective?” “Whosevoiceisleftoutofthis viewpoint? Whoseinterests are servedbythis information omittedinorder tosustainthe represented inthisoraltext?Isanyimportant Sample questions:“Whatviewpointis presented) of thosefacts mightaffecttheviewpointbeing women inCanadaandexplainhowtheinclusion an oralreportonmissingandmurderedIndigenous identify anyomissionofrelevantinformationin people withdifferentperspectivesmightreact; sovereignty orself-governanceandpredicthow proposed governmentlegislationonIndigenous children, using simple, vividlanguage; participate tell atraditional storytoanaudienceofyoung of theirlifeexperienceswhenintroducing themselves; participate inasharingcircle, providingexamples Indigenous peoplesoftheterritory underdiscussion; local history, beginningbyacknowledging the audience (e.g., deliverapresentation about appropriate fortheintendedpurposeand using languageandfollowingsocialcodes and/or perspectivesforarangeofpurposes, related toFirstNations,Métis,andInuitcultures in aspeech toanInuitcommunity;evaluate the strategiesapoliticianusedtoestablishrespect effective; identifyandassesstheeffectivenessof a provincialpremierandexplainwhatmakesit Nation leader’s change oftonewhenaddressing could beusedeffectively (e.g., describeaFirst difficult texts,andsuggestotherstrategiesthat cultures, includingincreasingly complexor and/or related toFirstNations,Métis,andInuit presentation strategiesusedinoraltextsfrom participation?” that mightbenefitfrom usingaudience do so?”“Whatare sometypesofpresentation at reinforcing thesubjectmatter?Howdidit tion?” “Whichvisualaidwasthemosteffective have donedifferently toimprove thepresenta group’s argument? Whatcouldthepresenters tional structure ofthepresentation supportthe Sample questions:“Howwelldidtheorganiza- during apresentation) costumes andpropstoengagetheaudience how effectivelyandrespectfullyagroupused

orally communicateinformationandideas evaluate theeffectiveness ofavariety Speaking toCommunicate

- B3.2 StrategiesInterpersonal Speaking B3.4 andDevices Diction B3.3 andCoherenceClarity your seminar?” incorporate termsusedinliteraryanalysisinto of youngchildren?” “Howcanyoueffectively traditional oraltexttopresent ittoanaudience Sample questions:“Howcouldyouadapta of thecase) Louis Riel, presentingargumentsfrombothsides Métis, orInukplaywright;stageamock trialof analysing aplaybycontemporaryFirst Nation, and Inuiteducationalinitiatives;hostaseminar in apaneldiscussiononFirst Nations, Métis, opinions openly?” to encourageotherspeakersexpress their in newways?”“Whatstrategiescanyouuse in agroup tothinkaboutcontentiousissues can youusetoencourageotherparticipants Sample questions:“Whatspeakingstrategies will understand) use languagethatallparticipantsinaseminar audience-response portionofapresentation; differences ofopiniontobeexpressedinthe group discussions;allowsufficienttimefor differences (e.g., contributetoandleadproductive and audience,exhibitingsensitivitytocultural them effectively tosuitthepurpose,situation, of interpersonalspeakingstrategies,andadapt more effective?” into yourpresentation tomakeyourargument ment?” “Whatexamplescanyouincorporate to ensure thatyouraudiencefollowstheargu- order ofkeypointsinyourgroup presentation Sample questions:“Whatisthemosteffective strategies torespondaudienceneeds) particular culture;selectanduseappropriate knowledge andworldviewassociatedwitha in anoralpresentationaboutthetraditional text formstosupportandclarifytheinformation argument; refertoFirst Nations, Métis, orInuit use avarietyofexamplestosupportanoral research tosupportkeypointsinapresentation; (e.g., selectanduserelevantinformationfrom purpose, subjectmatter, andintendedaudience using astructure andstyleeffective forthe and/or perspectivesinaclear, coherent manner, related toFirstNations,Métis,andInuitcultures and/or perspectiveseffectively andtoengage to FirstNations, Métis,andInuitcultures to communicateinformation andideasrelated terminology, andavariety ofstylisticdevices,

demonstrate anunderstandingofavariety use appropriate words, phrases,and orally communicateinformationandideas

their intended audience (e.g., select words that into a presentation to encourage audience involve- are relevant to their topic, such as the names of ment; use visual materials such as photographs First Nations, Métis, and Inuit communities and and video clips to illustrate key points; use sound English: Understanding Contemporary First Nations, Métis, and Inuit Voices significant individuals, and pronounce them correctly recordings of First Nations, Métis, or Inuit speakers when delivering a presentation; use metaphors and to support a presentation on Indigenous oral analogies to enhance the message of a speech; use traditions) rhetorical questions to engage their audience and Sample question: “How can you ensure that to spark small- or large-group discussions) your audio-visual materials are a support Sample questions: “How will this metaphor rather than a distraction?” engage your listeners?” “How could you change your diction to evoke the character in the role play more effectively?” “How might B4. Reflecting on Skills and Strategies you effectively embed humour into your oral By the end of this course, students will: presentation?”

Vocal Strategies Metacognition B4.1 B3.5 identify a variety of vocal strategies, including explain which of a variety of strategies they tone, pace, pitch, and volume, and use them found most helpful before, during, and after effectively and with sensitivity to audience listening to and speaking about texts from and/or needs and cultural differences (e.g., use a calm related to First Nations, Métis, and Inuit cultures, tone in a debate to maintain a non-adversarial then evaluate their areas of greater and lesser atmosphere when expressing an opposing view; strength in oral communication and identify adjust pitch and volume to ensure that their the steps they can take to improve their skills audience can hear clearly; clearly enunciate words (e.g., explain how they adapt their participation to communicate the nuances of their message) strategies to the context in culturally diverse groups; set specific goals for raising their current oral NBE3U Sample questions: “How can you use context communication knowledge and skills, and keep clues such as audience, subject matter, and a personal journal to monitor their progress; plan intention to determine the appropriate volume to improve their presentation skills by identifying for speaking? What examples can you give?” effective strategies and skills used by other “How might you use silences to communicate presenters) meaning in an oral presentation?” Sample questions: “How does rehearsing Non-Verbal Cues the pronunciation of unfamiliar words help both you and your intended audience?” B3.6 identify a variety of non-verbal cues, “What strategies do you see others using including facial expressions, gestures, and that you could adapt to strengthen your oral eye contact, and use them effectively and presentation skills?” with sensitivity to audience needs and cultural differences to help convey their meaning (e.g., Interconnected Skills use body language, physical proximity, and gestures B4.2 that are culturally appropriate to their audience; identify a variety of skills they have in identify an interviewer’s use of non-verbal cues reading, writing, viewing, and representing, to determine their effectiveness and applicability, and explain, with increasing insight, how these and use them when conducting their own interviews; skills help them interpret and discuss oral texts use facial expressions that convey impartiality from and/or related to First Nations, Métis, when presenting information that their audience and Inuit cultures more effectively (e.g., describe may find controversial or surprising) various ways in which viewing muted videos of debates and interviews helps them improve their Sample question: “What background knowledge use of body language and facial expressions when enables you to determine the types of non-verbal speaking; explain how reading background material communication that are appropriate for you to about First Nations, Métis, and Inuit cultural use in a discussion with peers?” protocols helps them select and use appropriate ORAL COMMUNICATION listening skills during oral teachings) Audio-Visual Aids Sample question: “How has the knowledge of B3.7 use a variety of audio-visual aids effectively cultural diversity you have gained from reading to support and enhance oral presentations on texts related to First Nations, Métis, and Inuit subject matter related to First Nations, Métis, cultures made you a better listener?” and Inuit cultures, and to engage their intended audience (e.g., incorporate interactive elements

127 128 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation C5. C4. C3. C2. C1.1 of TextsVariety By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS C1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS C. C1. learn bycomparing variouscreation stories?” your ownwriting?”“Whatdo youhopeto might youincorporatesimilar features into the essaydidyoufindeffective? Why? How Sample questions:“Whatstylisticelementsof Métis, andInuitcultures) similar themesintextsfromdiverseFirst Nations, for theirownwriting;tocomparetreatmentsof Métis, orInuitcommunitiescanserveasamodel essay onanissueofimportancetoFirst Nations, statement, structure, andstylisticfeaturesofan identify ways inwhich elementssuch asthethesis in aFirst Nation, Métis, orInuitworkoffiction;to on atopicwiththeperspectiveofmaincharacter for reading (e.g., tocomparetheirownperspective historical texts,identifyingspecificpurposes relevant textsfrom non-Indigenoussources and Métis, andInuitcultures, and,asappropriate, contemporary textsfrom diverseFirstNations,

Understanding Form and Style: and Form Understanding Meaning: for Reading of those contributions. contributions. of those influence cultural and social the analyse and literature, Inuit Nations, and First contemporary Métis, development to the initiatives, of technological including initiatives, and organizations, of individuals, contributions various identify Literature: Voices Inuit and Contemporary in Métis, Nations, First sources; appropriate, and, as non-Indigenous from cultures, Inuit relevant Nations, texts and First Métis, from texts reading after and before, most helpful found during, improvement, they strategies the and forreaders, as areas strengths their and identify on reflect and Strategies: on Skills Reflecting to read fluently; knowledge systems of use words cueing and Fluency: with Reading meaning; of how help they communicate understanding an demonstrate and sources, non-Indigenous appropriate, and, as from cultures, relevant Inuit Nations, texts and First Métis, from texts in meaning; to construct of arange strategies using sources, non-Indigenous from appropriate, and, as cultures, Inuit relevant Nations, texts and First Métis, from texts graphic and READINGANDLITERATURE STUDIES

read avarietyofstudent-andteacher-selected Reading forMeaning read and demonstrate an understanding of a variety of literary, informational, of literary, of avariety informational, understanding an demonstrate read and identify a variety of text forms, text features, and stylistic elements elements stylistic and features, text of forms, text avariety identify C1.2 Using Comprehension Reading Strategies the setting?” information doyouneedin order tovisualize you forreading thenovel?Whatfurther Métis lifeinthenineteenthcenturyprepared Sample questions:“Howhasyourresearch on community) of importancetoaFirst Nation, Métis, orInuit and clarifythemessagesinanessayonissue set inthepast;useagraphicorganizertorecord or Inuitindividualsandcommunitiesinanovel inaccurate assumptionsaboutFirst Nations, Métis, perspectives, toidentifyinformationgapsand of anhistoricalevent, writtenfromdifferent difficult texts(e.g., comparetwoormoreaccounts sources, includingincreasingly complexor appropriate, relevant textsfrom non-Indigenous Nations, Métis,andInuitcultures, and,as after reading tounderstandtextsfrom First comprehension strategiesbefore, during,and

select andusethemostappropriate reading

Demonstrating Understanding of Content teachings, academic storywork, and/or First Nations, Métis, and Inuit world views?”

C1.3 identify the most important ideas and English: Understanding Contemporary

supporting details in texts from First Nations, First Nations, Métis, and Inuit Voices Analysing Texts Métis, and Inuit cultures, and, as appropriate, in relevant texts from non-Indigenous sources, C1.6 analyse texts, including increasingly complex including increasingly complex or difficult texts or difficult texts, in terms of the information, (e.g., outline various definitions of sovereignty or themes, ideas, and issues they explore in relation self-governance explored in a poem; explain what to First Nations, Métis, and Inuit cultures, the subheadings in an essay reveal about the writer’s explaining with increasing insight how various attitude to the events described; create a mind map aspects of the texts contribute to the presentation to illustrate character relationships in a short story or development of these elements (e.g., explain or novel with a First Nation, Métis, or Inuit setting) how the poem’s theme of spirit as a life force is reinforced through repetition, diction, and choice of Sample question: “What key facts in the story images; trace the evolving moral or spiritual values support the author’s interpretation of events?” of a character through the development of a story; Making Inferences explain why internal conflict frequently appears in novels with central First Nations, Métis, and C1.4 make and explain inferences of increasing Inuit characters, and identify aspects of the charac- subtlety about texts from First Nations, Métis, terization in a particular novel that heighten the and Inuit cultures, and, as appropriate, relevant expression of this theme) texts from non-Indigenous sources, including Sample questions: “How do the metaphors in increasingly complex or difficult texts, supporting this poem reinforce the ideas about identity their explanations with well-chosen stated and that the poem expresses?” “How does the implied ideas from the texts (e.g., explain how structure of the story reflect the character’s the narrative voice supports the text’s message about spiritual journey?” the nature of social and spiritual relationships; NBE3U explain what the table of contents of a magazine Evaluating Texts suggests about the target audience; explain how the introduction to a novel foreshadows certain events C1.7 evaluate the effectiveness of texts from First in the plot) Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous Sample questions: “What do the layout and sources, including increasingly complex or typography of this poem contribute to its difficult texts, using evidence from the text to meaning?” “What details in the introduction support their opinions (e.g., evaluate the effective- to this historical novel about the Métis Nation ness of a text on the basis of specific criteria, such convey the austerity of life in the nineteenth as authenticity of setting, psychological depth of century?” portrayals of First Nations, Métis, or Inuit characters, Extending Understanding of Texts and accuracy of cultural information; evaluate how effectively the visual elements of a graphic novel C1.5 extend their understanding of texts from featuring a First Nation protagonist contribute to First Nations, Métis, and Inuit cultures, and, as the satirical intent; evaluate the historical accuracy appropriate, relevant texts from non-Indigenous of a biography of a prominent First Nation, Métis, sources, including increasingly complex or or Inuk figure by researching reliable sources; difficult texts, by making rich connections compare the relationship between humans and the between the ideas in them and in other texts natural world expressed in a selection of short stories, and to their own knowledge, experience, and and explain why they consider one treatment of insights (e.g., compare the ways in which the the theme to be more effective than the others) beliefs and values of a fictional character shape his

Sample questions: “In what ways does the READING AND LITERATURE STUDIES or her response to a crisis with their own probable author’s use of dialogue reveal character more reactions in similar circumstances; apply their effectively than a third-person description knowledge of First Nations, Métis, or Inuit traditions could? What kinds of information can dialogue to identify and explain symbolic elements of a give that could not be readily conveyed novel; identify similarities and differences between through a third-person description? What kinds the ideas expressed in an editorial on a current of information could a third-person description issue related to First Nations, Métis, and Inuit give that is not communicated through the communities and the ideas on the same topic dialogue?” “Was the use of flashback an expressed in at least two other texts) effective way to explain the factors that Sample questions: “How does your knowledge influenced the central character’s choices? of First Nations, Métis, or Inuit spirituality What other techniques could the author have help you understand the narrative?” “How used? Do you think they would have been is the thesis of this essay supported by Elders’ as effective? Why, or why not?” 129 130 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation C2.1 Text Forms By theendofthiscourse,studentswill: C1.8 Critical Literacy C2. about the author’s beliefsandvalues?” about theauthor’s expressed inthetext?Whatdoesthatsuggest on FirstNations,Métis,orInuitidentitiesis newspapers differ?” “Whatsocialperspective the politicalperspectivesexpressed inthese of womenrepresented inthistext?”“Howdo explain theactions,attitudes,andtreatment legal conditionsofthisperiodmighthelp Why doyouthinkthisis?”“Whatsocialand tion? What groups are marginalized or ignored? prominent inthishistoricalaccountofcoloniza- Sample questions:“Whatgroups are most the powerofsignatoryparties) treaty andexplainhowitsupportsorundermines identify theperspectiveimpliedinahistorical articles indifferentnewspapersandmagazines; communities expressedineditorialsorfeature of importancetoFirst Nations, Métis, andInuit characters; comparetheperspectivesonanissue accounts forthesocialvaluesexpressedbyits the historicaland/orculturalcontextofanovel power (e.g., explain, onthebasisofresearch, how may raiseaboutbeliefs,values,identity, and growing understandingonanyquestionsthey complex ordifficulttexts,commentingwith and Inuitcultures, includingincreasingly ideas, andissuesrelated toFirstNations,Métis, biases evidentintextsdealingwiththemes, tives onthesubjectmatter?” perception ofMétisperspec - affect thereader’s “How doesthechoiceofnarrator inthisstory gained –byusingawrittenform ofexpression?” an informationaltext?Whatmightbelost–or elements ofawampumbeltbeconveyedin and themesexpressed bythevariousdesign Sample questions:“Howmighttheideas persuasive essaycanbeusedtobuildanargument) archetypal heroicquest;theorganizationofa or anarrativetextcanreflectthestagesof an absurdsituation;thestructureofepicpoem a satiricaleffectbyusingserioustonetodescribe content ofahistoricalnarrative;parodyachieves (e.g., thechoice ofnarratoraffectsthetoneand communicate meaningorreflect aworldview explain, withincreasing insight,howtheyhelp informational, andgraphictextforms,

identify avarietyofcharacteristicsliterary, identify andanalysetheperspectivesand/or Understanding FormandStyle

C2.2 Text Features C2.3 Elements ofStyle add toitsemotionalimpact?” why not?”“Howdoesthelayoutofthispoem this newspaperarticle?Isiteffective? Why, or support theMétisperspectivesexpressed in ideas dotheyadd?”“Howdoesthisinfographic information suppliedbythetext?Whatnew in thisreport onInuitcommunitiesenhancethe Sample questions:“Howdotheillustrations graphic novel) are usedtoreflectthedifferent characters ina meaning oremotionalimpact;identifyhowfonts Nations, Métis, orInuitspiritualityaddstoits punctuation ofapoemonthethemeFirst Inuit communities;explainhowthelayoutor that captionedphotographsaddtoareporton a worldview(e.g., describethetypeofinformation how theyhelpcommunicatemeaningorreflect sources, andexplain,withincreasing insight, appropriate, relevant textsfrom non-Indigenous First Nations,Métis,andInuitcultures, and,as does itaffect yourresponse asareader?” the authoruseshyperboleinessay?How and Inuitcommunities?”“Whydoyouthink on atopicofconcerntoFirstNations,Métis, humour andphilosophytoengagetheaudience the playwrightinfuseplayscriptwith enhance thethemeofstory?”“Howdoes describe nature andtheweatherreflect or “How doesthedictionauthorusesto feelings aboutthechallengesheorshefaces?” alliteration helpconveythemaincharacter’s Sample questions:“Howdoestheuseof Métis, orInuitcommunity) essay orplayscriptaboutlifeinaFirst Nation, explain thefunctionofhyperbole inasatirical report orcharacters inastoryaffectsthemessage; Nations, Métis, orInuitindividualsinanews analyse howthedictionusedtodescribeFirst its themeaboutrelationshipswithancestralspirits; use offirst-personnarrativeinanovelenhances the effectiveness ofthetext(e.g., explainhowthe meaning orreflect aworldviewandenhance increasing insight,howtheyhelpcommunicate non-Indigenous sources, andexplain,with and, asappropriate, inrelevant textsfrom from FirstNations,Métis,andInuitcultures,

identify avarietyoffeatures oftextsfrom identify avarietyofelementsstyleintexts

C3. Reading with Fluency the concepts of step-children and adopted children foreign to the culture?” By the end of this course, students will: English: Understanding Contemporary First Nations, Métis, and Inuit Voices

Reading Familiar Words C4. Reflecting on Skills and Strategies C3.1 demonstrate an automatic understanding By the end of this course, students will: of most words in a variety of reading contexts related to First Nations, Métis, and Inuit Metacognition cultures (e.g., read with understanding vocabulary used in grade-level texts on topics of importance to C4.1 explain which of a variety of strategies they First Nations, Métis, and Inuit cultures, words used found most helpful before, during, and after figuratively in literary texts, and slang words used reading texts from and/or related to First Nations, in fiction and non-fiction texts; identify the origin Métis, and Inuit cultures, then evaluate their of a word commonly used in the context of First areas of greater and lesser strength as readers Nations, Métis, or Inuit cultures and trace the and identify the steps they can take to improve evolution of its meaning) their skills (e.g., record their reflections about how often and how proficiently they use various reading Sample questions: “How are the words strategies, and set targets for improving their use ‘decolonization’ and ‘settler Canadian’ defined of strategies that have been less effective; confer in the texts you are reading in class?” “The with the teacher to develop new strategies for words ‘Indian’, ‘Indigenous’, and ‘Aboriginal’ understanding more challenging texts) are familiar but their meaning can be ambiguous. What are some concerns they raise in various Sample questions: “What pre-reading strategy reading contexts?” did you use before starting your independent reading of the novel? Did it help you to make Reading Unfamiliar Words sense of the introduction? Why, or why not?” “How did small-group discussions influence NBE3U C3.2 use decoding strategies effectively to read the predictions you made about the story? How and understand unfamiliar words, including might you improve your use of small-group words of increasing difficulty, in texts from discussions?” First Nations, Métis, and Inuit cultures, and, as appropriate, in relevant texts from non- Interconnected Skills Indigenous sources (e.g., use an etymological dictionary to identify the original and evolving C4.2 identify a variety of skills they have in meanings of new words; use a glossary of literary listening, speaking, writing, viewing, and terms to decode unfamiliar words encountered in representing, and explain, with increasing literary criticism) insight, how these skills help them read texts from and/or related to First Nations, Métis, Sample question: “The dictionary provides and Inuit cultures more effectively (e.g., explain several different meanings for this word. How specific ways in which their knowledge of how to can you use context to determine which meaning structure a piece of writing can help them analyse applies in this poem?” the structure of a text they are reading; identify the listening skills they drew on when reading a play Developing Vocabulary script to interpret the tone of a character’s dialogue) C3.3 use a variety of strategies, with increasing Sample question: “How did staging a debate regularity, to explore and expand vocabulary about the central argument of the text you (e.g., refer to specialized resources such as diction- read in class help you understand the issues aries; identify various ways to refer to the same raised in it?” cultural group and determine the most appropriate

in contemporary contexts), focusing on words READING AND LITERATURE STUDIES and phrases that have particular significance C5. First Nations, Métis, and Inuit for First Nations, Métis, and Inuit communities Voices in Contemporary Literature (e.g., nation, self-governance, sovereignty, identity/ identities, non-status, band, Indian, Aboriginal, By the end of this course, students will: Indigenous, Haudenosaunee, Cree, Métis, minority group, special interest group, Elder, treaty, residential Development of Contemporary Literature school) and evaluating the precision with which C5.1 describe the contributions of a variety of these words are used in the texts they are reading individuals, organizations, and initiatives to Sample questions: “Why might the word the development of contemporary First Nations, ‘adopted’ be difficult for Inuit families to in- Métis, and Inuit literature (e.g., individuals: terpret? What aspects of Inuit tradition make Thomas King, Rachel Attituq Qitsualik-Tinsley, 131 132 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation C5.2 of LiteratureContemporary Influence were theircontributions?” Who are some oftherecipients andwhat First Nations,Métis,andInuitliterature? that havehelpedraisepublicawareness of Inuit writers?”“Whatawards canyouname the emergence ofnewFirstNations,Métis,and non-Indigenous publishinghousessupported Sample questions:“HowhaveIndigenousand focus onworksbyIndigenouswriters) Festival, variousbookawards, book clubsthat Kimiwan zine, theÂnskohkAboriginalLiterature and booksellers, libraryassociations;initiatives: non-Indigenous-owned publishingcompanies Literacy Coalition RIELCentre, Indigenous-and Partridge; organizations: theOntarioNative Lee Maracle, KateriAkiwenzie-Damm, Taqralik from FirstNations,Métis,andInuitliterature?” that contemporaryCanadiansocietyreceives significant?” “Whatare somespecificbenefits made theToronto launchofthebookespecially Women: HeartsofNations, vol. 2?Whatevent works gathered inHonouringIndigenous major themesare represented inthecollective zation inFirstNations communities?” “What contributed tolinguisticandculturalrevitali ways inwhichBasilJohnston’sworkshave Sample questions:“Whatare somespecific communities cultural force inFirstNations,Métis,andInuit insight ontherole ofliterature asasocialand literature courses),commentingwithincreasing content anddeliveryofpostsecondaryhistory into Canadianliteraryheritage;ofshapingthe Métis, andInuitvoices, worldviews, andidentities events inCanada;ofincorporatingFirst Nations, of offeringalternativeperspectivesonhistorical identities andheritageinCanada(e.g., interms Nations, Métis,andInuitliteraryworkson

analyse theinfluenceofcontemporaryFirst

C5.3 of Influence Technology review andpromotenewIndigenousliterature) influencers useonline chats andblogpoststo writers bysharingtheirworkonline;socialmedia Métis, andInuityouthgivesastarttoemerging Arts &StoriescompetitionforFirst Nations, publications; theHistoricaCanadaIndigenous co-create communitynarrativesandco-write conferencing andothertechnologies tohelpwriters Canada’s First NationHelpDeskoffersvideo- to supporttheirconclusions(e.g., Atlantic drawing onevidencefrom avarietyofinitiatives Nations, Métis,andInuitwriterspublishers, promote theworkofcontemporaryFirst

analyse therole oftechnologyinhelping D. WRITING English: Understanding Contemporary First Nations, Métis, and Inuit Voices

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience on subject matter related to First Nations, Métis, and Inuit cultures; D2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; D3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; D4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages of writing texts on subject matter related to First Nations, Métis, and Inuit cultures.

SPECIFIC EXPECTATIONS NBE3U

D1. Developing and Organizing Generating and Developing Ideas Content D1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety By the end of this course, students will: of strategies and print, electronic, and other resources, as appropriate and with increasing Identifying Topic, Purpose, and Audience effectiveness (e.g., use a graphic organizer to D1.1 identify the topic, purpose, and audience group ideas and to help them determine the for a variety of writing tasks on subject matter focus of an essay on symbolism in First Nations, related to First Nations, Métis, and Inuit cultures Métis, and Inuit children’s stories; after obtaining (e.g., an expository essay comparing the themes of permission, make jot notes of ideas and questions two short stories or poems about family relationships arising during an oral teaching by an Elder, Métis in an Inuit community; a letter to the editor to Senator, knowledge keeper, or knowledge holder rebut or endorse a news story about urban life as for later reference in preparing in a written report; experienced by First Nations teens; an adaptation create a mind map or a Venn diagram to explore of a children’s story to better reflect Métis life; connections between the concepts they wish to a blog post about privilege and oppression, their express in a poem on the theme of First Nations, effect on individuals and groups, and ways to Métis, and Inuit sovereignty or self-governance; address the consequences; a statement of personal consult bibliographies and reference lists in books commitment to reconciliation between Indigenous and periodicals, including e-books and e-journals, and non-Indigenous peoples) to identify potential sources of new information and ideas) Sample questions: “Before you begin your letter to the editor, think about your audience. Are Sample questions: “What questions would you writing for teens like those in the news story you like to investigate in preparing to write you are responding to, or for a more general this essay?” “What have you identified as audience? Do you want to persuade your a possible thesis?” readers to accept a new viewpoint, or to endorse the perspective of the original article?” “How Research

would you dramatize an event in a story to D1.3 locate and select information to effectively WRITING appeal to an audience of children?” support ideas for writing, using a variety of strategies and print, electronic, and other

133 134 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation D1.5 Reviewing Content D1.4 Ideas Organizing your thesis?” have gathered foryouressaytobestdevelop “How willyouorganize theinformationyou the bestpatternofimagerytouseinyourpoem?” Sample questions:“Howwillyoudetermine and informationinanessayonaspecifictopic) cause andeffect, bestsuitedtopresentingideas such aschronological order, climacticorder, or literary essay;determinetheorganizationalpattern, about athesisortopicinpreparationforwriting groups; useagraphicorganizertorefinetheirideas and thedepictionand/orexclusionofcertain poem, focusingoncategoriessuch asvoice, power, their ideasforwritingaspoken-wordstoryor writing apoem;workingroupstosortandorganize identify apatterntoguidetheiruseofimageryin outline forastorytoincludeseriesofflashbacks; the purposeforwriting(e.g., reorganizetheplot tional patternbestsuitedtothecontentand variety ofstrategiesandselectingtheorganiza- supporting detailsforwritingtasks,usinga research sources fullyandaccurately?” to ensure thatyouwillbeabletocredit all Sample question:“Whatstepshaveyoutaken piece ofwork) extracts arefullyacknowledged intheirfinal documentation, toensurethatallsourcesand information, observingconventionsforproper and inclusiveperspectives;recordallsourcesof sources forrelevance, reliability, viewpoint, their topic;createadetailedtemplatetoevaluate searches tolocateonlineinformationrelevant Métis, andInuitcustomsconcerns;usekeyword sources thatcontainmaterialrelatedtoFirst Nations, plan andtrack theirprogress;identifyarangeof resources, asappropriate (e.g., createaresearch including aFirstNation,Métis, orInuit to youranalysisofthisshort story?”“Would you havecollectedare themost relevant Sample questions:“Whichofthequotations the informationrequirementsofwritingtask) assess theremainingdetailstoensurethattheymeet essay and, aftereliminatingirrelevantmaterial, review theinformationgatheredforapersuasive about which onewillengagereadersmosteffectively; ments andreadthemaloudforpeergroupfeedback writing task(e.g., draftavarietyofopeningstate- and effectively meettherequirements ofthe gathered are accurate andcomplete,interesting, not?” more completeandpersuasive? Why, orwhy perspective onyourtopicmake yourargument

determine whether the ideas and information determine whethertheideasandinformation identify, sort,andorder mainideasand

D2.1 Form By theendofthiscourse,studentswill: D2.3 Diction D2.2 Voice D2. and on-reserve FirstNationsindividuals?” comparing thepoliticalprioritiesofurban chosen topresent thefindingsofyoursurvey Sample question:“Whattextformhaveyou language onreaders) racism, sexism, orculturallyinappropriate an opinionpieceabouttheeffectofstereotypes, speech forapeerrunningstudenttrustee; Métis, andInuitcourseofferings;thetextofa campaign toraisetheprofileof First Nations, paragraphs thatwillformpartofapublicrelations for aFirst Nationcommunitynewspaper;descriptive short storyaboutculturalidentity;afilmcritique in class;anarrativepoemforpeers, basedona responses ofclassmatestoagraphicnovelstudied graphic textforms(e.g., areportcomparingthe using avarietyofliterary, informational,and words togiveyour poemenergy?” “Have youused asufficientvarietyofconcrete Where mightyouadddescriptivedetails?” you stateanideamore clearlyorprecisely? Sample questions:“Where inyouressaycould and toanswerquestionsininformational texts) straightforward sentencestopresentinformation text, object, orperson;useprecisewordsandclear, and effectivelyindescribingtheirresponsetoa poem; useevocativewordsandphrasesaccurately of concreteandabstractwordsappropriatelyina for theirintendedaudience(e.g., varytheuse to maketheirwritingclear, vivid,andinteresting words, phrases,andexpressions imaginatively on nation-to-nationnegotiations?” an authoritativetoneinthispersuasiveessay might thischaracteruse?”“Howcanyouproject confronted byafalseaccusation?Whatwords the emotionsofacharacterwhohasbeen Sample questions:“Howcanyouconvey play toestablishadistinctpersonality) specific character intheirscriptofaskitorshort repeated sentencepatternsinthedialogueofa and variouslevelsofgovernmentinCanada;use negotiations betweenIndigenousgovernments persuasive essayonthenecessityofbilateral for writing(e.g., useanauthoritativetoneina effectively tosuittheform,audience,andpurpose modifying languageandtoneskilfully

write fordifferent purposesandaudiences use appropriate descriptiveandevocative establish adistinctivevoiceintheirwriting, Using Knowledge of Form and Style Using KnowledgeofFormandStyle

Sentence Craft and Fluency Producing Drafts

D2.4 write complete sentences that communicate D2.7 produce revised drafts of a variety of texts, English: Understanding Contemporary

their meaning clearly and effectively, skilfully including increasingly complex texts, written First Nations, Métis, and Inuit Voices varying sentence type, structure, and length to meet criteria identified by the teacher, based to suit different purposes and making smooth on the curriculum expectations and respecting and logical transitions between ideas (e.g., use First Nations, Métis, and Inuit communication coordination and subordination, as appropriate, styles (e.g., adequate development of information to emphasize ideas and enhance the readability and ideas, logical organization, appropriate use of of sentences; repeat sentences of the same structure form and style, appropriate use of conventions) to provide rhetorical emphasis) Sample questions: “If you were to cut your Sample questions: “Where in your text might essay into its separate paragraphs and mix the you vary the length of the sentences? What paragraphs up, would you be able to determine effect would that have on the reader?” “How the original order? What does that reveal about have you ensured that the transition from one the development of your argument?” “What idea to the next is logical?” other organizational pattern could you have used in this essay to prove your thesis?” Critical Literacy D2.5 explain, with increasing insight, how their D3. Applying Knowledge of own beliefs, values, and experiences are revealed Conventions in their writing, and how these may either reflect or conflict with a First Nation, Métis, or Inuit By the end of this course, students will: world view (e.g., determine whether the ideas in

their writing and the language they use to express Spelling them are inclusive and non-discriminatory, and explain how they checked for bias; explain how D3.1 consistently use knowledge of spelling rules NBE3U their description of a specific event reveals their and patterns, a variety of resources, and appro- values, even if they are not stated explicitly, and priate strategies to identify and correct their make connections between these values and a own and others’ spelling errors (e.g., select and First Nation, Métis, or Inuit world view) use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such Sample questions: “Does your description of as U.S. spellings; distinguish between homonyms this character present her in a positive light or when editing a peer’s writing; use irregular spellings a negative one? How well does that reflect your for effect in an advertisement aimed at a teenaged intention?” “What attitudes and values have audience; use electronic dictionaries to check spelling you conveyed in this piece of informational regularly and without prompting; identify words writing, even though you have not expressed that they regularly misspell and implement appro- them explicitly?” priate strategies to avoid repeating the errors)

Revision Sample questions: “What steps can you take to remember the correct spelling of that word D2.6 revise drafts to improve the content, organi and avoid repeating the error in the future?” zation, clarity, and style of their written work, “Where have you seen irregular spellings used using a variety of teacher-modelled strategies on purpose? Why do you suppose they were with increasing effectiveness (e.g., add precise used in those cases?” and appropriate transitional words and phrases to show more clearly the logical relationship between Vocabulary ideas in an argument or position paper; change the order in which types of imagery occur in a poem to D3.2 build vocabulary for writing by confirming heighten the emotional impact) word meaning(s) and reviewing and refining word choice, using a variety of resources and Sample questions: “What details in your essay strategies, as appropriate for the purpose might detract from the overall impression and with increasing effectiveness (e.g., consult you are trying to achieve?” “How could you specialized dictionaries and relevant websites to reorganize the elements of your poem so that identify appropriate, current terminology to use it will appeal more strongly to your readers’ in referring to various cultural groups in Canada; emotions?” “How might you restate the ideas incorporate specialized terminology appropriate in your opening paragraph to ensure that the to the topic in an essay on an issue related to First WRITING core message about First Nations, Métis, or Nations, Métis, or Inuit cultures or communities; Inuit perspectives is clearly and energetically use an etymological dictionary to identify the expressed?” original meaning of a word and meanings it has acquired over time) 135 136 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation D3.5 Proofreading D3.4 Grammar D3.3 Punctuation you usethepassivevoiceeffectively?” is appropriate, butwhere inyouressaymight voice topersuadereaders ofyourpointview “In general,yourconsistentuseoftheactive this seriesofsentencestocreate parallelism?” Sample questions:“Howwouldyourewrite appropriately forthepurposeandaudience) reported dialogue;useactiveandpassivevoice and personcorrectly;useverbtensescorrectlyin balance toaidclarity;usepronouncase, number, correctly andappropriately;useparallelism complex ideas;usecoordinationandsubordination of sentencestructurescorrectlytocommunicate meaning clearlyandeffectively (e.g., useavariety appropriately tocommunicatetheirintended set off aquotation?” it off asablock?Whatistheacceptedwayto to run aquotationintothetextandwhentoset Sample questions:“Howdoyouknowwhen in sentenceswithtwoormoreclauses) where appropriatetocreatebalanceandparallelism properly settingoffblock quotations;usesemicolons short andlongquotationsinthebodyofanessay, clauses; correctlyintroduceandpunctuateboth commas correctlytoseparatewords, phrases, and communicate theirintendedmeaning(e.g., use might youselect?” to youraudience?Ifnot,whatotherwords used inthisdescriptionlikelytobefamiliar about thistopic?”“Are thewords youhave to expandthevocabularyyouusewrite consult?” “Whatothertextscouldyouread and non-Indigenousresources couldyou ways ofwording thisidea?WhatIndigenous Sample questions:“Howcouldyouexplore other tool beofhelpinthewriting process?” appropriate?” “Howcanthe Track Changes to confirmthatpeerfeedback isaccurateand Sample questions:“Whatstepscanyoutake these correctionsforfuturereference) entering proofreadingchanges, andkeepafileof function intheirword-processingprogramwhen corrections wherenecessary;usethe Track Changes the accuracy ofthefeedback theyreceiveandmake then consultprintandelectronicresourcestoconfirm spelling, vocabulary, punctuation, andgrammar, (e.g., askpeerstocheck theirdraftsforerrorsin

use punctuationcorrectly andeffectively to regularly proofread andcorrect theirwriting use grammarconventionscorrectly and

D3.7 FinishedProducing Works D3.6 Publishing D4.1 Metacognition By theendofthiscourse,studentswill: D4. features andlayout reflect thataudience?” your blog?Howdoeschoiceofdesign Sample questions:“Whoistheaudiencefor creating ablogforthataudience) features thatwillappealtotheirpeerswhen the editorofaspecificnewspaper; choose design appropriate formatforalettertheyarewritingto effectiveness fortheiraudience(e.g., selectan written workandtoheightenitsappeal to improve the clarityandcoherence oftheir ing printandscript,fonts,graphics,layout, Where wouldtheybemosteffective?” your readers understandyourpointofview? some quotationsintoyourpoetrycritiquehelp Sample questions:“Howmightincorporating form andstyle, appropriateuseofconventions) ideas, logicalorganization, appropriateuseof (e.g., adequatedevelopmentofinformationand Nations, Métis,andInuitcommunicationstyles curriculum expectationsandrespecting First criteria identifiedbytheteacher, basedonthe you dotoimprove intheotherarea?” did youimprove inthefirstarea? Whatwill and oneaspectthatneedsmore attention.How writing thatyouhavestrengthened recently different textforms?”“Nameoneaspectof your and differences inyourwritingprocess for “What haveyouobservedabout similarities you learnedintootherpiecesofwrittenwork?” writing? Howmightyouincorporatewhat improve thequalityofarecent pieceofyour Sample questions:“Howdidpeerediting changes wherenecessary) and proofreadingtheirwork, andplantomake conclusions; assesstheirapproach toediting helpful inwritingeffectiveintroductionsand peers astrategyortechnique thattheyhavefound the mostappropriateuseforeach; sharewith of organizingresearch priortowriting, andexplain improve theirskills(e.g., identifydifferentways writers andidentifythestepstheycantaketo their areas ofgreater andlesserstrength as Nations, Métis,andInuitcultures, thenevaluate writing textsonsubjectmatterrelated toFirst found mosthelpfulbefore, during,andafter

produce piecesofpublishedworktomeet use avarietyofpresentation features, includ explain whichofavarietystrategiesthey Reflecting onSkillsandStrategies Reflecting

- Interconnected Skills Portfolio

D4.2 identify a variety of skills they have in D4.3 select examples of a variety of types of writing English: Understanding Contemporary

listening, speaking, reading, viewing, and that express themes, ideas, and perspectives First Nations, Métis, and Inuit Voices representing, and explain, with increasing explored in this course and that they think most insight, how these skills help them write texts clearly reflect their growth and competence as on subject matter related to First Nations, writers, and explain the reasons for their choice Métis, and Inuit cultures more effectively (e.g., (e.g., select a finished piece of writing for a class describe some ways in which reading widely has anthology of creative writing, and explain why helped them discover new models for their own they think it is a good example of their work; writing; explain how listening to speeches and select a finished piece of writing that caused them oral teachings can help them improve their essay frustration to produce, and explain the problems writing and narrative writing) they encountered and how they attempted to resolve them, and select another finished piece Sample question: “How has listening to that shows their growth as a writer, and explain teachings by Elders, Métis Senators, knowledge how and where it shows improvement) keepers, and/or knowledge holders helped you improve your ability to write persuasive Sample questions: “What pieces of your writing essays?” represent the style of writing you prefer or the text form you feel most comfortable writing? How can you explain your choice?” “Do you see yourself as a stronger creative writer or technical writer? To what do you attribute this strength?”

NBE3U WRITING

137 138 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation E3. E2. E5. E4. E1.1 Purpose andAudience By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS E1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS E. E1. “Whose interests are servedbythisnewsitem? of thepieceaffect thejournalist’s accuracy?” others donot?Howmightthe intendedaudience or Inuitindividualsfuelmisconceptions while some newsitemsaboutFirst Nations,Métis, Sample questions:“Inyouropinion,whydo about remoteInuitcommunities) selecting certainimagesoverothersinadocumentary explain theirreasoning;thepurposeof a videogamefeaturingFirst Nationcharacter and target audience;identifytheprimaryaudiencefor Network reflectstheprioritiesandinterestsofits news broadcastbytheAboriginalPeoples Television purposes andaudiences(e.g., describehowa difficult texts,are created tosuitparticular sources, includingincreasingly complexor relevant mediatextsfrom non-Indigenous Métis, andInuitcultures, and,asappropriate,

MEDIASTUDIES

in the context of First Nations, Métis, and Inuit cultures; context cultures; Inuit Nations, of and First the Métis, in meaning to create used are them with associated how conventions techniques and the explain and forms media some identify Techniques: and Conventions, Forms, Media Understanding sources; appropriate, and, non-Indigenous as from texts cultures, Inuit relevantNations, media and Métis, First from texts of media of avariety understanding an demonstrate Texts: Media Understanding influence of those contributions and the role of media literacy.therole and of media contributions those of influence cultural and social the production, analysing media Inuit Nations, First and of contemporary Métis, development to the initiatives, technological including initiatives, and organizations, individuals, of contributions various identify Media: Voices Inuit and Contemporary in Métis, Nations, First Inuit cultures; Nations, to related and First Métis, matter subject on texts media creating and understanding in most helpful for found improvement, they texts, areas strategies ofcreators the media and and interpreters as strengths their and identify on reflect and Strategies: on Skills Reflecting conventions, techniques; and appropriate audiences, and using forms, purposes for different cultures, Inuit and Métis, Nations, to related First matter subject on texts of media avariety create Texts: Media Creating

explain howmediatextsfrom FirstNations, Understanding Media Texts Understanding MediaTexts

E1.2 Interpreting Messages the primaryaudience?” rather thancontemporaryimages?Whois of FirstNations,Métis,andInuitcultures website showingmainlyhistoricalimages “What isthelikelypurposeofamuseum In youropinion,whywasthistextproduced?” openly expressed) suggest possiblereasonswhy themessage isnot broadcast byamajorCanadian newsnetworkand legislation andIndigenouspeoples inanonline identify theimpliedmessageabout government how statisticsareusedtosupport thosemessages; water, or mentalhealthservices, andexplain Métis, orInuithousing, accesstocleandrinking messages inadocumentaryonFirst Nations, identify someunderlyingsocialand/orpolitical overt andimpliedmessagestheyconvey(e.g., difficult texts,identifyingandexplainingthe sources, includingincreasingly complexor relevant mediatextsfrom non-Indigenous Métis, andInuitcultures, and,asappropriate,

interpret mediatextsfrom FirstNations,

Sample questions: “What societal values or Critical Literacy beliefs do you think are revealed by online

E1.5 identify the perspectives and/or biases English: Understanding Contemporary news coverage of recent legislation affecting evident in media texts from First Nations, Métis, First Nations, Métis, and Inuit Voices First Nations, Métis, and Inuit cultures?” “What and Inuit cultures, and, as appropriate, relevant is the overt message of this documentary about media texts from non-Indigenous sources, missing and murdered Indigenous women in including increasingly complex or difficult Canada? What message or messages are implied? texts, and comment on any questions they How are the implied messages conveyed? On may raise about beliefs, values, identity, and what facts are they based?” power (e.g., identify First Nations, Métis, or Inuit archetypes and/or stereotypes portrayed in a film, Evaluating Texts and explain how they are used to confirm or E1.3 evaluate how effectively information, contradict the audience’s expectations about plot themes, ideas, issues, and opinions are com- or character; assess the realism or lack of realism municated in media texts from First Nations, in the depiction of a First Nation, Métis, or Inuk Métis, and Inuit cultures, and, as appropriate, character in a mainstream television sitcom relevant media texts from non-Indigenous or drama) sources, including increasingly complex or Sample questions: “Were you expecting this difficult texts, and decide whether the texts character to be depicted as ‘good’ or ‘bad’? achieve their intended purpose (e.g., determine Why? What prior experiences informed your whether a televised press conference about an predictions about the character?” “How does initiative to improve health services to First the depiction of family structures on mainstream Nations, Métis, and Inuit communities effectively television sitcoms represent or fail to represent

communicated all the information needed by the First Nations, Métis, and Inuit perspectives target audience; assess the relative effectiveness on family life and relationships? What issues of interviews with filmmakers and actors and does that raise about Canadian social values?” interviews with film historians in the documentary NBE3U “What power imbalance is implied between the Reel Injun) characters in this Western? How is this typical Sample questions: “In what ways might a virtual of mid-twentieth-century films in this genre?” museum exhibition focused on traditional customs and past achievements both help and Production Perspectives hinder First Nations, Métis, and Inuit efforts E1.6 explain how production, marketing, financing, to realize contemporary aspirations?” “In your distribution, and legal/regulatory factors opinion, what Aboriginal Peoples Television influence the First Nations, Métis, and Inuit Network programming has changed Canadian media industry (e.g., describe some ways in attitudes about First Nations, Métis, or Inuit which the concentration of media ownership individuals the most? In what ways has it affects First Nations, Métis, and Inuit media altered these perspectives? Does that reflect creators; determine whether the Canadian-content the goals of the network? Why, or why not?” regulations of the Canadian Radio-television and Telecommunications Commission [CRTC] contain Audience Responses any provisions for Indigenous content, and explain E1.4 explain why the same media text might how that affects First Nations, Métis, and Inuit prompt a variety of different responses from communities; identify some challenges that First different audiences (e.g., provide historical reasons Nations, Métis, and Inuit media creators face why a First Nation, Métis, or Inuk war veteran in financing projects, and describe some recent and a youth from the same community might have attempts to address those challenges) different reactions to the Canadian flag and/or the Sample questions: “What considerations drove nation flag representing their home community; the decision to establish the Aboriginal Peoples identify various possible responses to background Television Network?” “What are some marketing information provided by an Indigenous women’s factors that hinder the distribution of media organization in a statement about a government texts intended for First Nations, Métis, and policy position on an issue concerning First Nations, Inuit audiences? How is technology being Métis, and Inuit women) used to address this challenge?” Sample questions: “Why might some people MEDIA STUDIES be offended by a news broadcast suggesting wrongdoing by the Crown in its dealings with Indigenous peoples? Why might a First Nation, Métis, or Inuk activist find such a broadcast refreshing?”

139 140 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation E3.1 Purpose andAudience By theendofthiscourse,studentswill: E2.2 Conventionsand Techniques E2.1 Form By theendofthiscourse,studentswill: E3. E2. ogies, withthe purpose ofencouragingateenaged Métis, andInuit artistswhoareusingnewtechnol- cultures (e.g., adocumentary aboutFirst Nations, matter related toFirstNations,Métis,and Inuit for mediatextstheyplanto create onsubject cultural perspectives?” messages aboutFirstNations,Métis,andInuit historical andcontemporarycontextstoconvey communities?” “Howhasclothingbeenusedin languages inFirstNations,Métis,andInuit and supporttherevitalization ofIndigenous the Internetmakeitagoodvehicletopromote Sample questions:“Whatcharacteristicsof of culturalthemes) content toinviteandfacilitate furtherexploration and Inuitwebsitesuselinkstosimilarorrelated are nospeakersofthelanguage;First Nations, Métis, meaningful tolearnersincommunitieswherethere make anIndigenouslanguageaccessibleand platforms usesound, video, andinteractivityto Métis, andInuitcultures (e.g., digitallearning create meaninginthecontextofFirstNations, increasing insight, howtheyshapecontentand of avarietymediaformsandexplain,with convey, andwhatwasyouremotionalresponse?” do youthinkthoseelementswere intendedto recording byEagle&Hawk?Whatmessage music didyouhearintheMotherEarth Sample questions:“Whatelementsoftraditional views) culture andheritageresistancetocolonialist Métis, andInuitmusiciansexpresses bothpridein music intosongsbycontemporaryFirst Nations, Canada; theintegrationofelementstraditional First Nations, Métis, andInuitcommunitiesacross of boththediversityandsharedperspectives Peoples Television Networkwebsite fostersawareness inclusion ofregionalnewsfeedsontheAboriginal First Nations,Métis,andInuitcultures (e.g., the and influencetheiraudienceinthecontextof increasing insight,howtheyconveymeaning in avarietyofmediaformsandexplain,with

identify conventionsand/or techniquesused identify generalandspecificcharacteristics describe thetopic,purpose, and audience Understanding MediaForms, Creating Media Texts Creating MediaTexts Conventions, andTechniques

E3.2 Form E3.3 Conventionsand Techniques you overcome thesechallenges?” broadcast duringasportingevent?Howmight you faceincreating anadvertisementtobe want toshowcase?”“Whatchallengesmight helpful toapproach someofthemusiciansyou to includeinyourprogram? Howmightitbe to address before choosingthemusicexamples industry? Whatcopyrightissueswillyouneed broadcasting thesecontributionstothemusic and Inuitmusicians?Whatisthepurposeof your radioprogram aboutFirstNations,Métis, Sample questions:“Whoistheaudiencefor their intendedaudienceonaserioustopic) create theirmediatexts;finding ways toengage learning howtousethetechnology neededto to incorporatetheirworkintonewmediatexts; their purpose(e.g., gainingpermissionfromartists significant challengestheymayfaceinachieving audience toexploremediaforms),andidentify Ojibwe community?” the diversityofartformsproduced inalocal photo-sharing sitebeagoodwaytocelebrate Métis, orInuitinfluences?”“Whymight a clothing designsthatreflect FirstNations, than otherformsofcommunicationtopromote social mediaadvertisementmore effective Sample questions:“Whymightyoufinda communities) of importancetoFirst Nations, Métis, andInuit communicate apoliticalviewpointaboutanissue why aneditorialcartoon isaneffectiveway to school eventfocusingonMétisculture;explain is anappropriateway topromoteanupcoming a culturalresourcepersonfromthelocalcommunity appropriate choice(e.g., explainwhy interviewing and Inuitcultures, andexplainwhyitisthemost on subjectmatterrelated toFirstNations,Métis, and audienceforamediatexttheyplantocreate How willthat helpconveyyourmessage?” to thenextinyour digitalphotographicessay? software tomakethetransition from oneimage techniques willyouselectin thepresentation Sample questions:“Whichvisualandaudio the toneandconveyhistorical context) in theirdigitalphotographicessay willestablish featuring musicfromthesame periodastheimages promote andengagetheircommunity;asoundtrack such aslocalnews, weather, andsportsupdatesto a websitetheyplantocreatewillincludefeatures meaning effectively (e.g., aticker tapebanneron communicate aspecificaspectoftheirintended plan touse,andexplainhowthesewillhelp techniques appropriate toamediaformthey

select a media form to suit the topic, purpose, select amediaformtosuitthetopic,purpose, identify avarietyofconventionsand/or

Producing Media Texts E5. First Nations, Métis, and Inuit Voices in Contemporary Media E3.4 produce media texts, including increasingly English: Understanding Contemporary

complex texts, on subject matter related to First First Nations, Métis, and Inuit Voices By the end of this course, students will: Nations, Métis, and Inuit cultures, for a variety of purposes and audiences, using appropriate Media Development forms, conventions, and techniques (e.g., a blog to share views about First Nations, Métis, and E5.1 describe the contributions of a variety of Inuit art works; a video to document the evolution individuals, organizations, and initiatives to of the Indigenous music industry in Canada) the development and production of contem porary First Nations, Métis, and Inuit media texts (e.g., individuals: Jeff Barnaby, Carla E4. Reflecting on Skills and Strategies Robinson, Lisa Meeches, Nina Wilson, Sylvia By the end of this course, students will: McAdam, Chief Dan George, Alanis Obomsawin; organizations: the National Film Board of Canada, Metacognition TVOntario, the Aboriginal Peoples Television Network, the Inuit Broadcasting Corporation, Unikkaat Studios E4.1 explain which of a variety of strategies they Inc., IsumaTV, CBC Indigenous; initiatives: the Idle found most helpful in interpreting and creating No More movement; college programs in Indigenous media texts on subject matter related to First visual and media arts; Indigenous-focused television Nations, Métis, and Inuit cultures, then evaluate programs, films, and documentaries; the partnership their areas of greater and lesser strength as of SAY Magazine and NationTalk newswire to media interpreters and producers and identify provide access to First Nations, Métis, and Inuit the steps they can take to improve their skills content across media platforms) (e.g., identify successful and less successful examples of interpretive and creative tasks they carried out, Sample questions: “What recent videos and films have been made by First Nations, Métis, describe the strategies they used, and explain which NBE3U strategies worked well and what they would do or Inuit directors and producers? What types of differently another time) support do Indigenous-owned distribution and production companies provide to them? What Sample questions: “How has your strategy of are some examples of such companies?” recording First Nations, Métis, and Inuit content on different media outlets to determine frequency Influence of Media Production and type of coverage influenced your approach E5.2 analyse the influence of contemporary First to interpreting media productions? What similar Nations, Métis, and Inuit media texts on identities strategy might you use in other contexts?” “How and heritage in Canada (e.g., in terms of offering helpful did you find peer feedback when you alternative perspectives on contemporary events were making a shortlist of photos to use in your in Canada; of incorporating First Nations, Métis, collage? When, or in what way, might the strategy and Inuit voices, world views, and identities into of seeking feedback be counterproductive?” Canadian media productions; of shaping the Interconnected Skills content and delivery of representations of First Nations, Métis, and Inuit individuals or communities E4.2 identify a variety of skills they have in offered through contemporary mainstream media listening, speaking, reading, and writing, and channels), commenting with increasing insight explain, with increasing insight, how these on the role of media production as a social and skills help them interpret and create media cultural force in First Nations, Métis, and Inuit texts on subject matter related to First Nations, communities Métis, and Inuit cultures more effectively (e.g., explain how analysing newspaper articles can Sample questions: “What are some examples help them develop the structure and content of of media texts that have changed Canadian an online petition about the federal government’s perceptions of the lives of contemporary First response to an Inuit concern; describe the listening Nations, Métis, and Inuit individuals? What are skills they drew on to create an effective video some specific changes that have resulted from interview) their production?” Sample question: “How did your listening and speaking skills help you develop a short video MEDIA STUDIES about Métis families in urban settings?”

141 142 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University Preparation E5.3 Access Literacy andMedia Media munication technologiesandinfrastructure?” control of,andaccessto,informationcom- project supportFirstNationsownershipand media?” “HowdoestheFirstNationsInnovation rural mediacreators faceinusingthesesocial or whynot?Whatbarriersmightremote and contemporary socialmediaplatforms?Why, become more accessiblethrough theuseof First Nations,Métis,andInuitmediatextshave Sample questions:“Doyouthinkcontemporary community technology needs) support localdecisionmakingaboutspecific Métis, andInuitcommunities;initiativesto public servicetoremoteandruralFirst Nations, the expansionofbroadbandsystemstodeliver and affordabletechnology andmediaplatforms; nities andindividuals;theintroductionofaccessible that affectFirst Nations, Métis, andInuitcommu texts reflectingIndigenousperspectivesonissues (e.g., theuseofsocialmediatodisseminate logical initiativestosupporttheirconclusions drawing onevidencefrom avarietyoftechno- First Nations,Métis,andInuitmediacreators, access inpromoting theworkofcontemporary

analyse therole ofmedialiteracyand English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11

College Preparation NBE3C

This course explores the themes, forms, and stylistic elements of literary, informational, graphic, oral, cultural, and media text forms emerging from First Nations, Métis, and Inuit cultures in Canada, and also looks at the perspectives and influences of texts that relate to those cultures. In order to understand contemporary text forms and their themes of identity, relationship, and self-determination, sovereignty, or self-governance, students will study the use of text forms by Indigenous authors/creators from other periods in expressing ideas related to these themes. Students will also create oral, written, and media texts to explore their own ideas and understanding, focusing on the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. The course is intended to prepare students for the compulsory Grade 12 English college preparation course.

Prerequisite: English, Grade 10, Academic or Applied

143 144 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation A3. A2. * A1.1 IdentifyingForms Text Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS FORMS INCANADA INUIT PERSPECTIVESAND TEXT A. background informationand achartidentifying varioustypes ofculturaltext forms. various symbols, practices,images,sounds,and/or concrete formstoconveyinformation andideas.Seepage188for passed onfrom generation togenerationexpress andcommunicate thoseshared beliefsand values.Theseformsemploy that havedeveloped overtimeonthebasisof beliefs andvaluesoftheculture andthatare respected, honoured, and example, elementsofmaterialculture, suchasclothing andregalia; stories; songs,music,dances;andculturalpractices– The term“culturaltextform”isused inthisdocumenttorefer toformsandmeansofcommunication–including,for A1. meetings togivethanksforthe naturalworld) said beforeallelseatceremonies andsignificant the Haudenosaunee Thanksgiving Addressis gatherings reflectsidentityandcollectivevalues; at First Nationspowwowsandothercultural protocols; clothingorregaliacreatedtobeworn through theuseofsymbolismandhonoured various circles, ceremonies, andculturalevents talking stick isameanstofacilitate discussionat images ofhumansandanimals;atraditional on rocks communicatevisionsandmessagesthrough the society(e.g., Anishinaabepictographspainted support thecommunicationofmeaningwithin and Inuitcultures, andexplainhowthey associated customsfrom FirstNations,Métis,

and incomplete or inaccurate representations. incomplete orand inaccurate views colonialist to challenge of efforts society Canadian on impact world the views, assess and and lives, Inuit diversity Nations, of First and the cultures, Métis, representing in Canada in created Reconstructing: role of to the related gender women; and perspectives events, and conditions including political and social and background, cultural period, to by related or shaped historical by perspectives influenced are Canada in created forms text in cultures and communities, individuals, Inuit and Deconstructing: topics; about these of ideas exchange awell-reasoned to stimulate perspectives comparing and questions formulating sovereignty,self-determination, in Canada, created orin self-governance, text forms reflected as Exploring:

FIRSTNATIONS, MÉTIS, AND

identify variousculturaltextforms Exploring Exploring explore themes related to First Nations, Métis, and Inuit identities, relationships, and identities, and Inuit Nations, to related and First relationships, explore Métis, themes demonstrate an understanding of the role of contemporary and historical text forms forms text historical role of and of the contemporary understanding an demonstrate demonstrate an understanding of how representations of First Nations, of First of Métis, how representations understanding an demonstrate * and A1.2 Formulating Questions stand theGreat LawofPeace?” accompany thebelthelpbeneficiaryunder its symbolism?Howdotheoralstoriesthat Confederacy? Whatare theteachingsbehind Belt record thedevelopmentofFiveNations Sample questions:“HowdoestheHiawatha “What aresomeconsequences ofpresentinga by MétisandInuitindividuals?”; causalquestion: differences intheexpressionofculturalidentity question: determined?”; and ‘non-status’ factual question:“Howarethedesignations ‘status’ priate, inrelevant non-Indigenoustexts(e.g., various Indigenoustextforms,and,asappro- sovereignty, orself-governance,asreflected in identities, relationships, andself-determination, related toFirstNations,Métis,andInuit their explorationsofthemes,ideas,andissues

formulate appropriate questions toguide “What aresomesimilaritiesand comparative

- decolonizing perspective in contemporary informa- its importance to the first peoples before tional narratives about Canada?”) making his or her main point about sovereignty or self-governance?” English: Understanding Contemporary Sample questions: “What is an inquiry stance? First Nations, Métis, and Inuit Voices How does using an inquiry stance help you Comparing Perspectives understand the divergence of views presented in these two texts?” A1.6 compare several different perspectives on themes, ideas, and issues related to First Exploring Identities Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or A1.3 identify and describe several different themes, self-governance, as reflected in various texts ideas, and issues related to First Nations, Métis, from both Indigenous and non-Indigenous and Inuit identities, as reflected in various sources (e.g., compare the perspectives on the role Indigenous text forms, and, as appropriate, in of humanity within the natural environment relevant non-Indigenous texts (e.g., with reference expressed in a text by a First Nation, Métis, or to the challenge of reconciling multiple cultural Inuk writer and one by a non-Indigenous Canadian identities, self-identification and naming, a sense writer; after reviewing several different texts, of isolation and marginalization) define the concept of community from a First Sample questions: “As you reflect on a local Nations, Métis, or Inuit perspective and identify First Nation gathering that you attended, what various similarities and differences with a non- aspects of the experience did you find personally Indigenous perspective) meaningful? What did you learn about individual Sample questions: “How might the perspective or cultural identity? How did you make meaning of a magazine article on the history and con-

of the cultural text forms that were present?” temporary context of Inuit in Canada vary Exploring Relationships depending on the sources it is drawn from?” “How would you outline the perspectives NBE3C A1.4 identify and describe several different of these two news articles about the role of themes, ideas, and issues associated with Indigenous men and fathers today?” “What are relationships in First Nations, Métis, and Inuit some of the similarities and differences between cultures, as reflected in various Indigenous the way these two short stories approach the text forms, and, as appropriate, in relevant non- theme of a family’s connection to the urban Indigenous texts (e.g., with reference to the ways Indigenous community?” in which natural law shapes the relationship between humanity and nature in many Indigenous cultures, the relationship between community A2. Deconstructing

aspirations and individual aspirations) CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST Throughout this course, students will: Sample questions: “How is the concept of relationships expressed in various treaties? Viewpoint Why is it important to explore how nation-to- nation relationships are reflected not only in A2.1 determine how the messages relating to written text forms such as treaties but also First Nations, Métis, and Inuit cultures conveyed in cultural text forms such as wampum belts?” in various contemporary and historical Indigenous text forms, and, as appropriate, Exploring Self-Determination, Sovereignty, and in non-Indigenous texts, might change if they Self-Governance were presented from different perspectives (e.g., the perspectives of veterans, landowners, A1.5 identify and describe several different non-Indigenous immigrants, elderly community themes, ideas, and issues related to First members, First Nations women, individuals who Nations, Métis, and Inuit self-determination, live off the land), and make inferences about sovereignty, or self-governance, as reflected how the viewpoint of the creator/author is in various Indigenous text forms, and, as shaped by factors related to historical period, appropriate, in relevant non-Indigenous texts gender, culture, sexual orientation, ability, (e.g., with reference to traditional territories; and/or politics international, national, and provincial political leadership; Métis governance structures and Sample questions: “What cultural factors do community charter membership; grassroots you think are shaping the perspective presented civic action) in this news article? On what evidence do you base your opinion?” “From whose perspective Sample question: “Why do you think the is this article about fishing, hunting, and gather- author of this article took time to tell the ing written? How might the article differ if it story of the geography of this territory and

145 146 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation A2.4 Accessibility A2.3 Positioning A2.2 Contradictions How canyouexplainthiscontradiction?” and inotheraccountsasinherently violent. individuals are depictedasinherently gentle peoples andEuropean settlers,FirstNations accounts ofencountersbetweenFirstNations of treaties?” “InsomeEuropean historical talk contradictedyourearlierunderstanding of treaties inOntario?Whatelementsofthe relations andnationhoodchangeyourview Nation treaty researcher talkabouttreaty perspectives?” “HowdidlisteningtoaFirst can youoffer for anycontradictionsinthose sented incontemporarytexts?Whatreason perspectives oncurrent treaty relations pre - Sample questions:“Whatare some different possible reasons forthedivergence ofviews versus territoriallyacquisitive),andanalyse militant versuspeaceful, stewards oftheland text forms,andnon-Indigenoustexts(e.g., various contemporaryandhistoricalIndigenous Métis, andInuitcultures havebeendepictedin of aFirstNation,Métis,orInukwoman?” change ifitwere writtenfrom theperspective account ofthefurtrade?Howmight is reflected in thisnon-Indigenoushistorical Nation hunterorfisher?”“Whoseperspective had beenwrittenfrom theperspectiveofaFirst forms byFirst Nations, Métis, andInuit societies) and knowledge; theprotectionofculturaltext and publishFirst Nations, Métis, andInuitstories sellers withacommitmenttopromote, preserve, development ofIndigenouspublishers andbook- Nations, Métis, andInuitcreators/authors; the to widenorrestricttheaudience fortextsbyFirst text forms(e.g., theabilityofpublishers inCanada Métis, andInuittextforms,includingcultural factors affecting publicaccesstoFirstNations, than asamyth?” in thecontextofdiversebeliefsystems,rather have changedifthestoryhadbeenpresented tion ofthe Anishinaabe Ojibwecreation story Sample question:“Howmightyourinterpreta- Métis, orInuitknowledgesources) of Western academiccriteriato First Nations, traditional knowledgeispresented;theapplication juxtaposition ofideas;thecontextwithinwhich evidence tosupporttheiropinions(e.g., the providing explanationsthatdrawonappropriate various contemporaryandhistoricaltextforms, First Nations,Métis,andInuitcontentin

identify contradictionsinhowFirstNations, describe various contemporary and historical describe variouscontemporaryandhistorical make inferences aboutattitudestowards

A2.5 Asymmetries A3.2 identify appropriate waystorefer to Naming A3.1 Acknowledging Throughout thiscourse,studentswill: A3. transfer?” beliefs aboutknowledgeand ments challengeFirstNations,Métis,andInuit Sample question:“Howdocopyrightrequire- in favour ofindividualintellectualproperty) undervaluation ofcommunalknowledgebanks over evolvingandcontextualknowledge, the text forms(e.g., theprivilegingoffiniteknowledge Métis, andInuittextforms,includingcultural apply Western culturalcriteriatoFirstNations, culture orothers around theworld?” What are some similarpracticesinyourown of thisprotection totherepresented cultures? traditional knowledge?Whatisthesignificance publication ofculturaltextformscontaining Nations, Métis,andInuitsocietiesprotect the Sample questions:“WhydocertainFirst the mid-twentiethcentury?Inwhatways?” literature? Hasthataudiencechangedsince contemporary FirstNations,Métis,andInuit narratives?” “Whoisthetarget audiencefor change thelegacyofcolonialismthrough new authors are exploringasawaytochallengeand contemporary FirstNations,Métis,andInuit Sample questions:“Whatare somethemesthat Inuit culturalproduction) of appropriationFirst Nations, Métis, and mid-twentieth century;identifysomeexamples movement towards self-determinationinthe mainstream audiencesfortheirworkduringthe Nations, Métis, andInuitcreators/authorstofind various factors that impededtheabilityofFirst text formsstudiedinthiscourse(e.g., describe and resisting colonialistviews,asrevealed in have facedincontrolling theirownnarratives Inuit individualsandcommunitiesface different challengesFirstNations,Métis,and both Indigenous andnon-Indigenoussources contemporary andhistorical textformsfrom examples ofinappropriate terminologyin Métis, andInuitstudiesprogram),locate in descriptionsofcourseswithin aFirst Nations, (e.g., inthetextoftreaties, inlandclaim agreements, Indigenous peoplesinvarious contexts

describe variousissuesrelated toattempts demonstrate anunderstandingofseveral Reconstructing

Sample questions: “Why might the terms ‘First Sample questions: “Which type of text has most Nations’, ‘Métis’, and ‘Inuit,’ or ‘Indigenous’ be affected your ideas about First Nations, Métis, more appropriate than ‘Native’ or ‘Aboriginal’ and Inuit cultures: literature, informational English: Understanding Contemporary First Nations, Métis, and Inuit Voices in a Canadian context?” “Why might the term texts, or media texts? Why?” “What images in ‘band’ be inappropriate to use in reference to the text reinforced or dispelled the notion that Métis communities?” “What are some of the Indigenous peoples are peoples of the past?” connotations of terms used in historical novels “In what ways does the use of a contemporary to refer to First Nations, Métis, or Inuit text form, such as a video blog, to express individuals?” First Nations, Métis, and Inuit perspectives encourage intercultural connections and Diversity understanding?” A3.3 describe several different ways in which the Affirmation diversity of First Nations, Métis, and Inuit lives, knowledge, cultures, and world views is repre- A3.5 describe several different contemporary sented or under-represented in contemporary efforts to affirm the value and counteract the and historical text forms (e.g., compare texts from undervaluation of First Nations, Métis, and different historical periods to determine how the Inuit cultural text forms (e.g., as reflections of the imagery in each text either romanticizes Indigenous interconnectedness of cultural and spiritual identity peoples or accurately reflects the diversity of First rather than distinct and separate expressions of Nations, Métis, and Inuit cultures, and construct a culture or spirituality), and analyse some of the timeline to show the changing use of images and ways in which these efforts have influenced symbols; locate an example of First Nations, Métis, society

and Inuit world views being depicted as a single Sample questions: “What are some cultural world view in a contemporary film or a book they text forms that contemporary First Nations, are reading in class; describe various different Métis, and Inuit writers draw on to change world views represented in written descriptions of NBE3C non-Indigenous perceptions of the contemporary courses offered in a First Nations, Métis, and Inuit lives of Indigenous peoples?” “What are some studies program) ways in which Indigenous scholars are using Sample questions: “What are some ways in cultural text forms to share First Nations, Métis, which First Nations, Métis, and Inuit individuals and Inuit perspectives on child care and custody and communities are referred to in historical in Canada?” “How has the use of talking circles informational texts such as newspapers and changed the approach of courts of law to family treaties? What does that reflect about colonial mediation?” views of Indigenous diversity?” “How does the

author of this municipal history represent the CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST role of diverse First Nations in the development of the town? In your opinion, is this representation accurate? Why, or why not?”

Relevance A3.4 evaluate a variety of contemporary text forms to determine how accurately they represent the lives and activities of First Nations, Métis, and Inuit individuals and communities, past and present (e.g., explain how the images in a multimedia text reinforce or undermine the message that First Nations, Métis, and Inuit communities are contemporary and vibrant), and describe several different ways in which updated representations can influence society (e.g., contemporary text forms such as video blogs enable First Nations, Métis, and Inuit youth to express personal perspectives and find common ground with non-Indigenous youth; increasing the presence of First Nations, Métis, and Inuit journalists helps national news programs to better represent contemporary life in Canada)

147 148 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation B2. B4. B3. B1.1 Oral Text Forms and Their Use By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS B1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS B. B1. pipe carrierin manyFirstNationscultures “What doesthe relationship betweenpipe and for suchapeace-makingstrategy towork?” gifting asong?Whatconditions mustbepresent contemporary societytosettle adisputeby Why doyouthinkitmightbe challengingin do theTlingitpeopleconvey through song? Sample questions:“Whatimportantinformation baby intothecommunity) songs aresungaswomengivebirthtoacceptthe Indigenous languagesaresustained;welcoming addresses toensurethatculturalprotocolsand to participateinceremoniesandofferwelcoming governing theiruse(e.g., youthareencouraged history); anddescribeseveraldifferent customs ways oflifebyprovidinganin-depthreiteration Great Lawconnectsthepasttocurrentandfuture context forvariousgatherings;theHaudenosaunee past, present, andfuturecreationprovidethe oral stories, affirmations, andsongsacknowledge symbolic meaning(e.g., welcomingaddresses, and Inuitcultures; explaintheirpurposeand the oraltraditionsofFirstNations,Métis,

the use of culturally appropriate listening practices; appropriate listening of culturally use the demonstrate and communities, contemporary in used how are and they meaning communicate traditions how these explaining cultures, Inuit Nations, of and First Métis, traditions oral the with associated and practices figures, of forms, text understanding an demonstrate Tradition: Oral The communication contexts related to First Nations, Métis, and Inuit cultures. Inuit Nations, to related and First contexts Métis, communication oral in most helpful for found improvement, they areas strategies speakers, the and and listeners as strengths their and identify on reflect and Strategies: on Skills Reflecting cultures; Inuit Nations, and First Métis, about to related ideas, themes, issues of and purposes, audiences, for avariety different with to Communicate: Speaking of purposes; for avariety of situations appropriately respond avariety and order in to understand in cultures and/or from texts to oral listen Inuit Nations, to related and First Métis, Understand: to Listening ORAL COMMUNICATION ORAL

identify varioustextformsassociatedwith The OralTradition use speaking skills and strategies appropriately strategies and to communicate skills speaking use B1.2 Figures and Their Function Salish oraltraditions?” identify inthe RavenofInuitandWest Coast “What differences orsimilaritiescanyou do theiractionsexplainelements ofnature?” differ? Inwhatwaysare theythesame?How of thecharactersfrom thesetwo traditions Mi’kmaq stories?Inwhatways dotheteachings Cree oralstoriescompare tothetricksterin Sample questions:“Howdoesthetricksterin worlds) connection betweenthehumanandspiritual the aidofthoseinneed, demonstratingtheclose Ma-ma-kwa-se-sak orthe “Little People” cometo view (e.g., spirithelpersknownbytheMétisas how theyreflect aparticularculture’s world roles, characteristics,andbehaviour, andexplain Coyote, the Three Sisters),includingtheirorigins, Great SpiritorCreator, MotherEarth, Weesageechak, Grandfather Sun, Kuikuhâchâu or Wolverine, First Nations,Métis,andInuitoralstories(e.g., cultural textformincontemporarysociety?” might beanequivalentrelationship and/or oral carrier role connectedtooraltradition?What something ofimportance?Howisthepipe the culture withrespect tocommunicating imply aboutthebeliefsandperspectivesof

describe avarietyofsignificantfigures from Societal Influences before responding to diverse opinions to moderate reflexive internal reactions during discussions about

B1.3 explain the influence of a variety of social, English: Understanding Contemporary controversial topics; choose a seating position close economic, and/or political forces (e.g., political First Nations, Métis, and Inuit Voices to a presenter to remove the possibility of any oppression as a result of colonialist policies, rapid distractions while listening) technological change, the movement of First Nations and Inuit youth away from their communities) on Sample questions: “What stereotypes or biases the disruption or continuation of oral traditions might be preventing you from listening with an in contemporary First Nations, Métis, and Inuit open mind? What are some listening strategies communities that might help you consider the speaker’s perspective?” Sample questions: “How does transcribing an oral text into writing affect its interpretation? Using Listening Comprehension Strategies What are the social implications for the transmission of knowledge?” B2.3 select and use appropriate listening comprehension strategies before, during, and after Culturally Appropriate Listening Practices listening to understand oral texts from and/or related to First Nations, Métis, and Inuit cultures, B1.4 select and use culturally appropriate listening including increasingly complex texts (e.g., make practices during oral teachings by First Nations, connections between the ideas presented and previous Métis, and Inuit speakers (e.g., demonstrate knowledge to facilitate their understanding of an respect for the length of time a speaker needs to Elder’s or Métis Senator’s sharing; note a First convey ideas; refrain from writing notes during Nation, Métis, or Inuk speaker’s preferences about a telling unless specifically permitted to do so; terminology and prepare questions about the make personal connections to a teaching by appropriate use of these terms; restate key points an Elder, Métis Senator, knowledge keeper, or in a peer conference to confirm their understanding knowledge holder for the purpose of applying of the information; read the lyrics of a song before the learning to their own circumstances) NBE3C listening to it) Sample questions: “Why might it be important Sample questions: “What listening strategies can to hear an oral teaching repeatedly?” “What you use when the subject matter is unfamiliar?” strategies can you use to remember oral infor- “How did knowing the expected order of mation without taking notes or using recording introductory information about name, clan, devices?” and nation for speakers from a particular First Nation help you prepare to listen to the B2. Listening to Understand presenter’s opening remarks? How might researching cultural expectations about making By the end of this course, students will: introductions help you prepare to receive such information more effectively in future?” “How Purpose does having some background information about the speaker help you ask appropriately B2.1 identify the purpose of a variety of listening focused questions during a presentation?” tasks, with a focus on listening to oral texts from and/or related to First Nations, Métis, and Demonstrating Understanding of Content Inuit cultures, and set goals for specific tasks (e.g., to take note of terminology specific to a Métis B2.4 identify, in a variety of ways, important context in a lecture by a guest speaker; to offer information and ideas in oral texts from and/or classmates constructive advice as they rehearse their related to First Nations, Métis, and Inuit cultures, oral presentations; to make a personal connection including increasingly complex texts (e.g., to a teaching by an Elder, Métis Senator, knowledge identify recurring themes and structures in two keeper, or knowledge holder) or more oral stories from the same culture; write a summary of the key points in an oral presentation Sample questions: “What do you hope to learn about a current initiative affecting a local First by listening to this text? How can you ensure Nation community; cite examples from an oral text that you achieve that goal?” to support their personal opinions in a small-group ORAL COMMUNICATION discussion) Using Active Listening Strategies Sample question: “What were some key points B2.2 select and use appropriate active listening the Inuk artist made in his presentation about strategies when interacting in a variety of his career path?” oral communication contexts related to First Nations, Métis, and Inuit cultures (e.g., pause

149 150 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation B2.7 analyseoraltextsfrom and/or related toFirst Analysing Texts B2.6 Understanding of Extending Texts B2.5 Interpreting Texts in theplay?” influenced yourinterpretation ofthismoment spirit beingsintheplay?Whatvisualelements actor representing whenshespeakswith Sample questions:“Whatworldviewisthe similarities) messages, andofferreasonsforthedifferences filmmaker usevisualcuesoraidstoconvey an Indigenousfilmmakerandanon-Indigenous the messageofcomedyroutine;comparehow stand-up performerandexplainhowtheyaffect specific comedictechniques usedbya First Nation interpretations appropriately (e.g., identifythe including oralandvisualcues,tosupporttheir complex texts,usingevidencefrom thetext, Métis, andInuitcultures, includingincreasingly texts from and/or related toFirstNations, intergenerational survivorsenriched theirunder testimony byresidentialschool survivorsand/or Métis, orInuitgroups;explain howpersonal accounts ofcreationfromtwoormoreFirst Nations, connections betweenthethemeshighlightedinoral knowledge, experience,andinsights(e.g., make in themandothertextstotheirown by makingconnectionsbetweentheideas cultures, includingincreasingly complextexts, and/or related toFirstNations,Métis,andInuit his orherexperience?” understanding oftheissuewhilerespecting and yourownknowledgetosolidify you makebetweentheinterviewee’sresponses effectively? Whatkindsofconnectionsmight generational survivorfrom thesamecommunity interview aresidential schoolsurvivororinter in hiscommunitythathelpedyouprepare to from listeningtoaCree Elderspeakaboutlife Sample questions:“Whatinsightsdidyougain a documentaryonthesametopic) reconciliation beyondwhattheylearnedfrom school systeminCanadaandthemeaningof standing ofthelegacy oftheIndianresidential speaker usesstatistics topersuadeanaudience; to thewholespeech ineach case; analysehowa final messagemightinfluence thelistener’s response conclusions oftwospeeches todetermine howthe listener’s/viewer’s response (e.g., comparethe themes, ideas,andissues influencethe ways inwhichtheycommunicate information, increasingly complextexts,focusingonthe Nations, Métis,andInuitcultures, including

extend theirunderstandingoforaltextsfrom develop andexplaininterpretations oforal

- - B2.8 Critical Literacy B2.9 Understanding Presentation Strategies and communities?” to FirstNations,Métis,andInuitindividuals Canadians withrespect toissuesofimportance news commentatorhaveonthebeliefsof your opinion,whatinfluencedoesanational Nations, Métis,andInuitcommunities?”“In program onenvironmental protests byFirst the commentatorconveyincurrent affairs Sample questions:“Whatpersonalvaluesdid for theomission) included inthepresentationandsuggestreasons were relevanttoaspeaker’s argumentbutwerenot for theirdifferencesofopinion;identifypointsthat backgrounds ofthecommentators, suggestreasons Inuit communitiesandconductingresearch onthe to aradiopanelaboutanissueofimportance values thatshapetheseperspectives;afterlistening to-nation relationsandidentifythebeliefs First Nationsleaders inpublicaddressesonnation- compare theperspectivesexpressedbytwoormore about beliefs,values,identity, andpower(e.g., comment onanyquestionstheymayraise including increasingly complextexts,and to FirstNations,Métis,andInuitcultures, biases evidentinoraltextsfrom and/or related strategies touse) and offerconstructivefeedback aboutalternative presentation onanaspectofInuit culturalpractice areas ofgreaterandlesserstrength inapeer’s heighten theeffectofanoralteaching; evaluate the tone ofvoice, pauses, andfacial expressionsto format; explainhowanIndigenous storytelleruses how theperformeradjustsmaterialtosuit video recordingofacomicmonologueandexplain effectively (e.g., compareanaudiorecordinganda and suggestotherstrategiesthatcouldbeused cultures, includingincreasingly complextexts, and/or related toFirstNations,Métis,andInuit presentation strategiesusedinoraltextsfrom changed yourresponse tothetopic?” have endedwith,andhowwouldthat speech? Whatothermessagemightthespeaker did thatinfluenceyour response tothewhole speaker endedwithaparticularmessage?How Sample questions:“Whydoyouthinkthe in theevent) First Nationsfestivaltosparklisteners’ interest the techniques usedinaradiocommercialfor Nations, Métis, andInuitcommunities;explain commentary onanissueofimportancetoFirst particular toneandmoodinatelevisionoronline explain howfigurativelanguageestablishesa

identify andanalysetheperspectivesand/or evaluate theeffectiveness ofavariety Sample questions: “How did the speaker presentation that includes an opening statement, establish credibility early on in the presentation a point-by-point argument, and a conclusion; about the impact of climate change on Inuit tailor a speech to make an emotional appeal to English: Understanding Contemporary First Nations, Métis, and Inuit Voices cultural practices? Why was it important for a particular audience) the speaker to establish a personal connection Sample questions: “How can you incorporate to Arctic communities at the beginning of the a variety of examples to make your oral presentation?” arguments more effective?” “What data can you use to support the arguments in your B3. Speaking to Communicate presentation?” By the end of this course, students will: Diction and Devices B3.4 use appropriate words, phrases, and Purpose terminology, and a variety of stylistic devices, B3.1 orally communicate information and ideas to communicate information and ideas related to related to First Nations, Métis, and Inuit cultures First Nations, Métis, and Inuit cultures and/or and/or perspectives for a variety of purposes, perspectives and to engage their intended using language and following social codes audience (e.g., use analogies to enhance their spoken appropriate for the intended purpose and messages; choose diction to effectively communicate audience (e.g., acknowledge a gift or offering and the ideas they wish to emphasize in a spoken-word the context in which it was given before proceeding performance about reconciliation or Indigenous to speak about an issue they are familiar with; children’s rights in Canada; repeat key points at deliver a presentation on art forms produced by a appropriate moments in an oral presentation to local First Nation, using appropriate terminology; keep their audience focused; use personal anecdotes present a dramatic monologue in the character of a to engage their audience) historically significant First Nation, Métis, or Inuk Sample question: “How might you change your NBE3C individual, using language appropriate to the period) diction to communicate the message of your Sample questions: “As you prepare to present spoken-word performance more effectively?” a monologue from the perspective of this historical Métis figure, what elements of the Vocal Strategies social, political, and economic context must B3.5 identify a variety of vocal strategies, includ- you keep in mind?” “Who is the intended ing tone, pace, pitch, and volume, and use them audience for your presentation on First Nations appropriately and with sensitivity to audience contemporary art? How might that affect the needs and cultural differences (e.g., incorporate language you use?” deliberate pauses into a speech to enhance the impact of the message and to allow their audience Interpersonal Speaking Strategies sufficient time to process information; increase B3.2 demonstrate an understanding of a variety their speaking volume to emphasize important of interpersonal speaking strategies, and adapt points; enunciate technical and unfamiliar words them appropriately to suit the purpose, situation, and phrases to ensure that their audience hears and audience, exhibiting sensitivity to cultural them clearly) differences (e.g., prepare a flexible seminar agenda Sample question: “How might you use to facilitate the free flow of ideas; ensure that all silence to communicate meaning in an oral participants in a small-group discussion have the presentation?” opportunity to voice their opinions) Sample questions: “How can you acknowledge Non-Verbal Cues dissenting voices in a conversation?” “How can B3.6 identify a variety of non-verbal cues, you effectively demonstrate respect for diversity including facial expressions, gestures, and during a group discussion about First Nations, eye contact, and use them appropriately and Métis, and Inuit stereotypes?” with sensitivity to audience needs and cultural

differences to help convey their meaning (e.g., ORAL COMMUNICATION Clarity and Coherence use culturally acceptable body language and B3.3 orally communicate information and ideas gestures when addressing a diverse audience; use related to First Nations, Métis, and Inuit cultures a range of facial expressions to convey different and/or perspectives in a clear, coherent manner, emotions during a presentation) using a structure and style appropriate for the Sample question: “What contextual clues might purpose, subject matter, and intended audience you look for to determine the types of non- (e.g., anticipate gaps in the knowledge of their verbal communication your audience will audience and prepare speaking points to address consider appropriate?” them; use a logical structure for an informational 151 152 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation B4.1 Metacognition By theendofthiscourse,studentswill: B3.7 Audio-Visual Aids B4. tation inordertoadjusttheirdelivery;plan monitor audienceresponseduringanoralpresen- their oralcommunicationskills(e.g., planto appropriate stepstheycantaketoimprove ones theyfoundmosthelpfulandidentify Métis, andInuitcultures, thenexplainwhich about textsfrom and/or related toFirstNations, before, during,andafterlisteningtospeaking audience understandyourargument?” tion?” “Howmighttheuseofgraphshelp Métis, orInuitwebsitesenhanceyourpresenta- message?” “HowmightlinkstoFirstNations, slideshow? Howwouldtheysupportyour specific imagesmightyouincludeinyour rather thanadistraction?”“Whatculturally ensure thataudio-visual materialisasupport Sample questions:“Whatcanapresenter doto taking notes) audience tofocusonthepresentationwithout presentation onaFirst Nationpoettoenabletheir brochure thatsummarizeskeypointsinanoral to highlightthekeypointsofaseminar;create intended audience(e.g., usepresentationsoftware Métis, andInuitcultures, andtoengagetheir on subjectmatterrelated toFirstNations, ately tosupportandenhanceoralpresentations

describe avarietyofstrategiestheyused use avarietyofaudio-visualaidsappropri Reflecting onSkillsandStrategies Reflecting

- B4.2 Interconnected Skills are listening?Whatmakesiteffective?” do youfindmosteffective whileyou strategy actual presentation?” “Whatnote-taking from theteacherandyourpeersduring presentation helpyourespond toquestions Sample questions:“Howdoesrehearsing a deeper understandingofthecontentbeingpresented) elicit audienceparticipationthatwilldevelopa include visualpromptsintheirpresentationsto that audiencerespectfully?” or eventpriortospeakinghelpyouaddress munication protocols atacommunitygathering Sample question:“Howdoesobservingcom- listeners canhelpthemimprovetheirspeakingskills) explain howunderstandingtheirownneedsas to createaneffectiveaudio-visualpresentation; explain howaspecificwritingskillcanbeused speaking andlisteningskillstheyuseindebates; and Inuitleaderscanhelpthemimprovethe and onlinevideointerviewsofFirst Nations, Métis, effectively (e.g., describehowviewingtelevision First Nations,Métis,andInuitcultures more and discussoraltextsfrom and/or related to and explainhowtheseskillshelptheminterpret reading, writing,viewing,andrepresenting,

identify avarietyofskillstheyhavein

C. READING AND LITERATURE STUDIES English: Understanding Contemporary First Nations, Métis, and Inuit Voices

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, using a range of strategies to construct meaning; C2. Understanding Form and Style: identify a variety of text forms, text features, and stylistic elements in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non- Indigenous sources, and demonstrate an understanding of how they help communicate meaning; C3. Reading with Fluency: use knowledge of words and cueing systems to read fluently; C4. Reflecting on Skills and Strategies:reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading texts from First Nations, Métis, and Inuit cultures, and, as appropriate, texts from non-Indigenous sources; C5. First Nations, Métis, and Inuit Voices in Contemporary Literature: identify various contributions of individuals, organizations, and initiatives, including technological initiatives, to the development of contemporary First Nations, Métis, and Inuit literature, and analyse the social and cultural influence of those contributions. NBE3C

SPECIFIC EXPECTATIONS

C1. Reading for Meaning Using Reading Comprehension Strategies By the end of this course, students will: C1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand texts from First Nations, Variety of Texts Métis, and Inuit cultures, and, as appropriate, C1.1 read a variety of short, contemporary student- relevant texts from non-Indigenous sources, and teacher-selected texts from First Nations, including increasingly complex texts (e.g., plot Métis, and Inuit cultures, and, as appropriate, events in a novel on a timeline and add significant relevant texts from non-Indigenous sources, historical events to help them understand the identifying specific purposes for reading (e.g., context within which a First Nations, Métis, or to prepare for a debate by reading newspaper Inuit storyline occurs; use a graphic organizer to articles about events that demonstrate the impor record details about the characters in a short story tance of self-determination, sovereignty, and/or and their relationships to one another; preview self-governance to contemporary First Nations, terminology, particularly as it relates to First Nations, Métis, and Inuit individuals and communities; Métis, and Inuit communities and cultural identity, to gather information from several First Nations before reading an informational text about a specific READING AND LITERATURE STUDIES websites in order to create a chart illustrating the cultural group) connections between diverse cultures) Sample question: “What historical knowledge Sample questions: “In what ways do you can you draw on to develop your understanding approach a text differently when reading for of the setting of this story?” pleasure and when reading to gather information for a research project?” “What specific reading Demonstrating Understanding of Content tasks might support your preparation for a C1.3 identify the most important ideas and debate?” supporting details in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, in relevant texts from non-Indigenous sources,

153 154 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation C1.5 Understanding of Extending Texts C1.4 InferencesMaking identity?” ideas aboutFirstNations,Métis,orInuit specific waysdidtheirconversationconvey ters intheopeningsceneofthisplay?Inwhat make about theculturalidentitiesofcharac- Sample questions:“Whatinferences canyou basis ofhisorheractions) what motivatesacharacter inashortstoryonthe the statedandimpliedideasincartoons;explain communities, usingagraphic organizertocompare of importancetoFirst Nations, Métis, orInuit reflected ineditorialcartoonsaboutacurrentissue magazine; makeinferencesaboutthepoliticalvalues about thecontentofanIndigenousprintordigital the texts(e.g., basedonitscover, makeinferences with well-chosenstatedandimpliedideasfrom complex texts,supportingtheirexplanations Indigenous sources, includingincreasingly and, asappropriate, relevant textsfrom non- from FirstNations,Métis,andInuitcultures, thesiscompelling?” make thewriter’s Sample question:“Whatsupportingdetails faces inashortstorywithMétisprotagonist) challenges relatedtoidentitythatthemaincharacter populations; createaconceptmapillustratingthe standing ofanarticleabouturbanandruralInuit how ascattergraphenhancesthereader’s under including increasingly complextexts(e.g., explain of yourowncommunityaffect yourunder Sample questions:“Howdidyourexperience in theirowncommunity) munities towhattheyknowaboutunemployment data onemploymentratesinFirst Nationscom- experience oftheirpeers;relateStatisticsCanada recent filmandwiththeirownexperienceorthe a shortstorywithsimilarstrugglesdepictedin ist’s strugglestoconformsocialexpectationsin their ownbehaviour;compareafictionalprotagon- case, andidentifya “trickster” whohasinfluenced moral developmentofthemaincharacter ineach explain theeffectoftrickster’s actionsonthe compare thetrickster figureintwoormoretexts, own knowledge,experience,andinsights(e.g., the ideasinthemandothertextstotheir by makingappropriate connectionsbetween sources, includingincreasingly complextexts, appropriate, relevant textsfrom non-Indigenous First Nations,Métis,andInuitcultures, and,as personal connection to?Why?” recently read inclassdidyou findthegreatest “Which ofthevarioustraditional storiesyou standing ofthesocialcontext oftheplay?”

extend theirunderstandingoftextsfrom make andexplaininferences abouttexts -

- C1.6 Analysing Texts C1.7 Evaluating Texts Canada today?” the truth andreconciliation movementin for context tive andvoicetohelpexplainthe governance? Howdoestheauthor use perspec and role ofwomeninIndigenousleadership School, promote deeperunderstandingofthe Reflections onReconciliationandResidential My Truth: achapterinSpeaking Be Chief’, Pierre néeEustace’s‘TheLittleGirlWhoWould nations?” “InwhatspecificwaysdoesSophie in yourstudyofcreation storiesfrom various of allthings?”“Whatrecurring themesemerge emphasize thethemeofinterconnectedness that itdescribes?”“Whatelementsofthestory ideas, emotions,andconnectiontothespirit in thispoemhelpthereader understandthe Sample questions:“Howdothemetaphors Métis, orInuittraditionalstories) of comingageintwoormoreFirst Nations, the useoflandscapeimagerytoillustratetheme Nations, Métis, andInuitsmallbusinesses;compare used topresentinformationinareportaboutFirst on theintendedmessage;analysehowgraphsare in theplayandexplaineffectofhisdualnature elements to thepresentation ordevelopmentofthese how variousaspectsofthetextscontribute Nations, Métis,andInuitcultures, explaining and issuestheyexplore inrelation toFirst texts, intermsoftheinformation,themes,ideas, How are thesetwoformsofidentity connected?” expression ofindividualandculturalidentity? aspects ofthispoemmakeit aneffective humankind andthenaturalworld?”“What the authorcaptured theconnectionbetween Sample questions:“Howauthenticallyhas seem moreorlessreliablethantheother) Inuk musicianandexplainwhatmakesone compare tworeviewsofanewreleasebyan deepened theirunderstandingofitssubject; biography ofawell-knownMétisfigurehas particular storythaninothers;explainhowa of identityismoreculturallyauthenticinone stories, explainwhy theexplorationoftheme opinions (e.g., afterreadingaselectionofshort using evidencefrom thetexttosupporttheir sources, includingincreasingly complextexts, appropriate, relevant textsfrom non-Indigenous Nations, Métis,andInuitcultures, and,as

analyse texts,includingincreasingly complex evaluate theeffectiveness oftextsfrom First (e.g., outlinetheroleoftrickster figure

- Critical Literacy meaning or reflect a world view (e.g., explain how the subheadings in a magazine article on a

C1.8 identify and analyse the perspectives and/or English: Understanding Contemporary First Nations, Métis, or Inuit theme help the reader biases evident in texts dealing with themes, ideas, First Nations, Métis, and Inuit Voices make connections to the content; identify the non- and issues related to First Nations, Métis, and narrative features of a report on housing in First Inuit cultures, including increasingly complex Nations or Inuit communities and explain how texts, commenting on any questions they may they support the text; explain how the layout of the raise about beliefs, values, identity, and power front page of a First Nation community newspaper (e.g., explain how the perspective of a news columnist draws the reader’s attention to main features) is revealed in the selection of facts in an article; analyse several issues of a popular print or digital Sample questions: “Which features of this magazine to identify which ethno-cultural groups magazine article made complex ideas about are under-represented; identify messages about an issue of importance to Inuit communities power relations in the lyrics of a popular song; more accessible to non-Inuit readers?” “Why explain how the organization of a letter can imply did the poet use a different font at this point in a power imbalance when the introductory remarks the poem? How did that alter the meaning?” do not contextualize the writer and his or her base “What textual features does the author use to of knowledge) reveal the First Nations, Métis, or Inuit identity of the characters?” Sample questions: “What social and legal conditions of the historical period in which Elements of Style this story is set might help you understand the actions and attitudes of the First Nations C2.3 identify a variety of elements of style in texts characters?” “What different political perspec- related to First Nations, Métis, and Inuit cultures, tives do the editorials in these two publications and, as appropriate, in relevant texts from non- present? In your opinion, do the texts represent Indigenous sources, and explain how they help First Nations, Métis, and Inuit individuals fairly? communicate meaning or reflect a world view NBE3C Why, or why not?” and enhance the effectiveness of the text (e.g., explain how the use of personification to define what a living being is reflects a particular world C2. Understanding Form and Style view in works by First Nations, Métis, and Inuit writers; identify how the use of dialect affects the By the end of this course, students will: reader’s interpretation of a character; identify the purpose of rhetorical questions in a report) Text Forms Sample questions: “What information about C2.1 identify a variety of characteristics of literary, setting does the dialect of the character in informational, and graphic text forms, and this story convey?” “What is the effect of the explain how they help communicate meaning rhetorical questions in this section of the report?” or reflect a world view (e.g., conflict and charac- terization are used in a short story to convey the world views of the characters; the introductory C3. Reading with Fluency sentence of a movie review often signals whether the review is positive or negative; information can By the end of this course, students will: be organized in a question-and-answer, problem- solution, or cause-and-effect pattern in an article, Reading Familiar Words brochure, or other informational text form) C3.1 demonstrate an automatic understanding Sample questions: “How might the ideas about of most words in a variety of reading contexts identity expressed through dialogue in this related to First Nations, Métis, and Inuit play be conveyed in a short story? What aspects cultures (e.g., correctly identify terms used in of meaning would be gained or lost by using newspapers to refer to First Nations, Métis, and READING AND LITERATURE STUDIES the narrative form?” “Why are safety instructions Inuit individuals, communities, and governments; usually presented in a list of steps rather than read with understanding words in grade-level texts in prose paragraphs? Why is the order in which on topics of importance to First Nations, Métis, the steps are listed important?” and Inuit cultures and terms associated with cooperative education courses and placements; Text Features read and correctly define terms used in various tax and budget forms) C2.2 identify a variety of features of texts from First Nations, Métis, and Inuit cultures, and, as Sample question: “What does the term appropriate, relevant texts from non-Indigenous ‘settlement’ mean when used by Métis com- sources, and explain how they help communicate munities in reference to their homelands?”

155 156 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation C4.1 Metacognition By theendofthiscourse,studentswill: C3.3 Developing Vocabulary C3.2 Unfamiliar Words Reading C4. map ofstrategies, usingcolours, symbols, orfonts take toimprove asreaders (e.g., createamind helpful, andidentifyappropriate stepstheycan cultures, explainwhichonestheyfoundmost and/or related toFirst Nations,Métis,andInuit before, during,andafterreading textsfrom identify appropriate synonyms?” clearer? Whatstrategieswouldyouuseto changed toconcrete words tomakethemeaning “Which abstractwords inthisreport couldbe differs from contemporaryunderstanding?” the storyunderstandthisterminawaythat contextual cluessuggestthatthecharactersin historical periodassigntothisword?” “What What synonymsmightapersonfrom another Indigenous readers findfortheterm‘homeland’? might contemporaryIndigenousandnon- Sample questions:“Whatdifferent synonyms usage oftheseterms ways ofknowing)andexplainingtheevolving territory, onreserve, sovereignty, self-governance, Nation community, traditionalterritory, unceded communities (e.g., citizenship, goodlife, First significance forFirstNations,Métis,andInuit on words andphrasesthathaveparticular reading andrecordtheminalog),focusing synonyms fornewwordsencounteredwhile specialized vocabulary;useathesaurustofind to expandvocabulary(e.g., compilealistof does thatsuggestaboutitsmeaninginthistext?” part ofthisword withinanotherword? What already knew?”“Inwhatcontexthaveyouseen word thathelpedyouconnectittoaword you Sample questions:“Whatdidyouseeinthis prefixes, andsuffixestopredictmeaning) within familiar words;useknowledgeofroots, meaning ofanewword;lookforunfamiliar words and oftherelationshipbetweenwordstoguess and Inuitliterature;useknowledgeofwordorder new wordsencounteredinFirst Nations, Métis, Indigenous sources (e.g., useaglossarytodecode and, asappropriate, inrelevant textsfrom non- from FirstNations,Métis,andInuitcultures, and understandunfamiliarwords intexts

identify anduseavarietyofstrategies use appropriate decodingstrategiestoread describe avarietyofstrategiestheyused Reflecting onSkillsandStrategies Reflecting

C4.2 Interconnected Skills C5.1 Development ofContemporary Literature By theendofthiscourse,studentswill: C5. reaching professional goals?” respect toreclaiming culturalidentityand online talkaboutpersonalachievementswith did yougainfrom listeningtotheauthor’s Sample question:“Whatinsightintothetext understanding ofthecontents) informational textstheyreadcanclarifytheir in which writingsummariesofreportsandother they arereadinginclass;identifyspecific ways writers canhelpthemanalysethethemesoftexts and radiotalksbyFirst Nations, Métis, andInuit (e.g., explainhowlisteningtolivepresentations Nations, Métis,andInuitcultures more effectively them read texts from and/or related toFirst representing, andexplainhowtheseskillshelp listening, speaking,writing,viewing,and discussions?” you improve your participationinsimilar dictions youmadeaboutthestory?Howmight did small-group discussionshaveonthepre - make senseoftheintroduction?” “Whateffect reading ofthenovel?Howdidithelpyouto did youusebefore startingyourindependent Sample questions:“Whatpre-reading strategy texts anddescribehowtheyusedit) found helpfulwhenreadingcomplexinformational their masteryofthem;selectonestrategythey to illustratetheusefulnessofstrategiesand literature?” contribution tothedevelopment ofFirstNations Communities Readprogram? Whatisitsspecific Sample questions:“WhatistheFirstNation interest columnsinmainstreampublications) national andregionalwritingcontests, special the First NationCommunitiesReadprogram, Métis, andInuitwritersstorytellers;initiatives: organizations thatoffergrantstoFirst Nations, Canada CouncilfortheArtsandotherfunding with aFirst Nations, Métis, orInuitfocus;the Attituq Qitsualik-Tinsley; organizations: publishers Richard Wagamese, DrewHayden Taylor, Rachel Métis, andInuitliterature (e.g., individuals: development ofcontemporaryFirstNations, individuals, organizations, andinitiativestothe

identify avarietyofskillstheyhavein identify thecontributionsofseveraldifferent Voices inContemporary Literature First Nations,Métis,andInuit

Influence of Contemporary Literature Influence of Technology

C5.2 describe several different ways in which C5.3 identify and describe several different English: Understanding Contemporary

contemporary First Nations, Métis, and Inuit ways in which technology is being used to First Nations, Métis, and Inuit Voices literary works contribute to identities and help promote the work of contemporary First heritage in Canada (e.g., widening the diversity Nations, Métis, and Inuit writers and publishers represented in Indigenous literature in Canada; (e.g., websites and social media networks allow encouraging non-Indigenous Canadians to embrace publishers to promote the works of Indigenous First Nations, Métis, and Inuit perspectives as part writers; print-on-demand self-publishing sites of reconciliation; allowing First Nations, Métis, allow First Nations, Métis, and Inuit writers to and Inuit readers to see their identities reflected distribute their work as their audience grows, in literature by Indigenous writers in Canada), without the financial commitment of printing commenting on the role of literature as a social a fixed number of copies in advance; video links and cultural force in First Nations, Métis, and make it possible for arts journalists to interview Inuit communities and promote writers who live far from mainstream media studios) Sample questions: “What impact have the works of Leanne Simpson had on the ways Sample questions: “Why might First Nations, non-Indigenous individuals in Canada under- Métis, and Inuit writers and publishers consider stand cultural identity? What reasons can you using print-on-demand publishing rather than offer for your opinion?” traditional printing and distribution channels?” “How are First Nations, Metis, and Inuit writers using social media to draw attention to their work as well as to the realities that Indigenous peoples face?”

NBE3C READING AND LITERATURE STUDIES

157 158 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation D3. D2. D4. D1.2 Generating andDeveloping Ideas D1.1 Identifying Topic, Purpose, andAudience By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. to engagethem?” youth? Howmightyouuseanopeningscenario your essayaboutthesafetyandwell-beingof Sample questions:“Whoare thereaders for importance toMétisyouth) a speech toayouthforumaboutanissueof history, culture, geography, andcurrentevents; websites thatprovideinformationaboutInuit described invariousnarratives;areviewofseveral Métis, andInuitattachment tolandandplace background betterunderstandtheFirst Nations, a responsivetexttohelpsomeonefromdifferent of First Nations, Métis, andInuitindividuals; ing a youth’s perspectiveonmediaportrayals (e.g., anopinionpieceforalocalmagazineexpress related toFirstNations,Métis,andInuitcultures for avarietyofwritingtasksonsubjectmatter for potentialwritingtasks, using avariety peers aboutpotential writingtopics;research First resources, asappropriate (e.g., brainstorm with of strategiesandprint,electronic, andother

informational, and graphic forms and stylistic elements appropriate for the purpose and audience; and appropriate elements purpose for the stylistic and forms graphic and informational, of literary, avariety using writing, their revise and draft Style: and Form of Knowledge Using Inuit cultures; Nations, to related and First Métis, matter audience subject on and purpose intended for an write to generate, information ideas and gather, Content: organize and Organizing and Developing subject matter related to First Nations, Métis, and Inuit cultures. cultures. Inuit Nations, to related and First Métis, matter subject on texts of stages writing at most helpful found different improvement, they strategies the and for areas writers, as strengths their and identify on reflect and Strategies: on Skills Reflecting worktheir effectively; and present expression, conventions, refine errors, knowledge and strategies, of to language correct and skills publishing and proofreading, editing, use Conventions: of Knowledge Applying

WRITING

generate, expand,explore, andfocusideas identify thetopic,purpose,andaudience Content Developing andOrganizing

- D1.3 Research of informationaboutyourtopic?” keepers, orcommunitymembersasasource Senators, knowledgeholders, use oralstoriesfrom survivors,Elders,Métis to lookforinformation?”“Howmightyou school systeminCanada,where willyoubegin standing thehistoryandimpactofresidential paragraph istoemphasizethevalueofunder Sample questions:“Ifthepurposeofyour to First Nations, Métis, andInuitindividuals) different perspectivesaboutanissueofimportance results; createanduseastep-by-stepplantoresearch their topictoseewhich onesgeneratethemost Nations, Métis, andInuitcontentbeforefinalizing conduct onlinekeywordsearches relatedtoFirst challenges facing contemporaryIndigenousfamilies; potential sourcesofinformationforanessayabout Nations, Métis, andInuitmediachannels toidentify support theirtopic; recordallsourcesofinformation, ofthematerial theyhavechosen to hensiveness community membersontheaccuracy andcompre - knowledge holders, knowledgekeepers, and/or perspectives oflocalElders, MétisSenators, Nations, Métis, andInuitcultures, andseekthe resources thatportraythecultural diversityofFirst resources, asappropriate (e.g., comparevarious of strategiesandprint,electronic, andother support ideasforwriting,usingavariety

locate andselectinformationtoappropriately

observing conventions for proper documentation, Sample questions: “Why did you wish to include to ensure that all sources and extracts are fully a personal anecdote in your newspaper article acknowledged in their final piece of work; before about the negative consequences of racially English: Understanding Contemporary First Nations, Métis, and Inuit Voices completing their research, conduct a conference motivated name calling? How is it relevant with the teacher or teacher-librarian to help them to your topic?” “Does your research reflect determine whether the sources they have consulted the diversity of First Nations, Métis, and are adequate and the information they have selected Inuit cultures?” is complete, authentic, accurate, and respectful and represents a range of views) D2. Using Knowledge of Form and Style Sample questions: “What resource selection strategies have you developed to guide your By the end of this course, students will: search for information about Cree culture and heritage in Ontario?” “What questions could Form you ask to help expand your research and D2.1 write for different purposes and audiences ensure that the information you find is relevant, using a variety of literary, informational, and authentic, reliable, and up to date?” “What is graphic text forms (e.g., a survey comparing the the most important criterion to consider when responses of classmates to a short story on the authenticating material to support your ideas theme of cultural change studied in class; the table and citing the material correctly?” of contents for a report on the cultural practices of Organizing Ideas various First Nations in Ontario in the twenty-first century; an information booklet highlighting the D1.4 identify, sort, and order main ideas and contributions of First Nations, Métis, and Inuit supporting details for writing tasks, using a individuals and communities to Canadian society; variety of strategies and organizational patterns an informational text explaining a technical pro- suited to the content and the purpose for writing cedure; a short article for the school newspaper NBE3C (e.g., use a concept map to organize the ideas, proposing a solution to an environmental problem) information, and graphics they wish to include in an information sheet about school board initiatives Sample questions: “What text form will you use with a First Nations, Métis, and Inuit focus; use to support a public awareness campaign about a four directions model, informed by teachings the treaty or treaties governing the territory in from a knowledge holder, to clarify the balance which the school community is located? What or imbalance between physical, mental, emotional, makes this form a good choice?” and spiritual concepts in preparation for writing a spoken-word poem; use a storyboard to order Voice elements chronologically for a short history of D2.2 establish a distinctive voice in their writing, a particular First Nation) modifying language and tone skilfully to suit the form, audience, and purpose for writing Sample questions: “How will you sort the (e.g., write as if speaking to convey sincerity in a information you have gathered from various letter to a close friend summarizing their thoughts sources to use in writing your report on school about First Nations experiences in contemporary board initiatives with a First Nations, Métis, urban settings; use an authoritative tone in a letter or Inuit focus?” “What strategies will best help to a school newspaper about the consequences of you make connections between the various unsafe drinking water; incorporate expressions pieces of information you have gathered?” frequently used in social media to convey immediacy Reviewing Content in a free-verse poem articulating their response to the impact of climate change on the people, D1.5 determine whether the ideas and information environment, and/or economy of the Arctic) gathered are relevant to the topic, accurate, complete, and appropriately meet the require- Sample questions: “What tone do you think ments of the writing task (e.g., ask a peer is suitable for a written account of an incident knowledgeable in the subject matter to review their that will be presented at a consultation with a article on First Nations, Métis, and Inuit hunting, local First Nation, Métis, or Inuit organization? fishing, and trapping rights and to recommend What specific phrases and sentence structures additional perspectives to include; skim their notes might you use to establish an appropriate tone?” to confirm that the information and ideas address all the specific assignment requirements and to determine if any aspect of the topic is missing) WRITING

159 160 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation D2.5 Critical Literacy D2.4 Sentence andFluency Craft D2.3 Diction reflect yourown beliefs? Are thesebeliefs the ideasorattitudes expressed inyourtext Sample questions:“Inwhatspecificwaysdo better understand) their narrative, andadjust thetexttohelpothers attachment toanobjectorplace describedin background wouldbeabletounderstand the you givefrom thetextyouare reading?” Indigenous characters?Whatexamplescan to ensure thattheirstoriescontainauthentic are somewaysinwhichwriterschoosediction might bemore precise orpowerful?”“What ring true? Why, orwhynot?Whatsynonyms uses toexpress emotionsatthispointinthestory Sample questions:“Dothewords yourcharacter Nations, Métis, andInuitperspectives) accurately, andappropriatelyemphasizeFirst words andphrasesintotheirwritingthatrespectfully, precise, powerfulsynonymsorantonyms;incorporate insensitive orstereotypicalandreplacethemwith any wordsintheirwritingthatareculturally be effectivefortheirspecificwritingtask;underline theme, andthenselectwordsfromthetextthatwill writing focusedonaFirst Nations, Métis, orInuit for theirintendedaudience(e.g., engageinrapid to maketheirwritingclear, vivid,andinteresting words, phrases,andexpressions imaginatively themselves whethersomeonefromadifferent opinions expressedbycommunityleaders;ask reflect orconflictwiththeirownopinionandthe community, andexplainhowtheseviewpoints on acurrentissueofconcerntolocalFirst Nation in which twocharacters expressdifferentperspectives reflects biasandexplainwhy; writeashortscript whether aperspectiveexpressedintheirwriting Nation, Métis,orInuitworldview(e.g., determine how thesemayreflect orconflictwithaFirst experiences are revealed intheirwriting,and these twoshortsentences,whichrefer to Sample question:“Howcouldyoucombine sentences toholdthereader’s attention) to improvethenarrativeflow;shortenoverlylong short sentencestoaddvarietyaparagraphor logical transitionsbetweenideas(e.g., combine different purposesandmakingsmooth sentence type,structure, andlengthtosuit their meaningclearlyandaccurately, varying clearer tothereader?” the relationship betweentheseelements different aspectsofthesameidea,tomake

use appropriate descriptiveandevocative explain howtheirownbeliefs,values,and write completesentencesthatcommunicate

D2.6 Revision D3.1 Spelling By theendofthiscourse,studentswill: D2.7 Producing Drafts D3. ideas more fully?” to understand?Howmightyoudevelopyour important aspectsdidheorshefinddifficult with yourtopictoread yourreport. What Sample questions:“Askapeerwhoisunfamiliar and style, appropriateuseofconventions) ideas, logicalorganization, appropriateuseofform (e.g., adequatedevelopmentofinformationand Nations, Métis,andInuitcommunicationstyles curriculum expectationsandrespecting First criteria identifiedbytheteacher, basedonthe increasingly complextexts,writtentomeet with ordiverge from thefourdirections model?” fully?” “Inwhatwaysdoesyourwritingalign report. Whichonesneedtobeexplainedmore with theconceptsyoumentioninyournews “Consider whetheryourreaders willbefamiliar your narrativetomaketheideasclearer?” of yourviewpoint?”“Howmightyoureorganize tion mightyouaddinorder toconvincereaders details inyourpersuasiveessay. Whatinforma- Sample questions:“Reviewthesupporting is balancedappropriatelyforthespecifictask) directions modeltodeterminewhethertheirwriting engage thereaderfrombeginning;applyfour reorganize theinformationinanewsreportto the motivationsofacharacter inashortnarrative; impact ofapersuasiveessay;adddetailstoclarify (e.g., deleteirrelevantargumentstoenhancethe using avarietyofteacher-modelled strategies zation, clarity, andstyleoftheirwrittenwork, a different background understandyourideas?” could youalteryourtexttohelpsomeonewith how mightyouexplainthedifferences?” “How shared byeveryoneinyourcommunity?Ifnot, the correctspelling ofwordstheyfrequently consonant beforeasuffix;maintain alistshowing and whenconsideringwhether todoublethefinal adding asuffixtowordending inay spelling rulesandpatternscorrectly, such aswhen spelling errors (e.g., applytheirknowledge of to recognize andcorrect their own andothers’ a varietyofresources, andappropriate strategies

revise draftstoimprove thecontent,organi use knowledge of spelling rules and patterns, use knowledgeofspellingrules andpatterns, produce revised draftsoftexts,including Applying Knowledgeof Conventions

orasilente

misspell, and consult it when writing; use their Proofreading knowledge of root words, prefixes, and suffixes

D3.5 regularly proofread and correct their writing, English: Understanding Contemporary to spell unfamiliar words correctly) using guidelines developed with the teacher First Nations, Métis, and Inuit Voices Sample questions: “Which English spelling and peers (e.g., review drafts using an editing patterns give you trouble? How might you checklist based on the task rubric and/or the four organize a personal spelling reference list to directions concept model; read drafts aloud to help you apply these patterns correctly?” identify and correct errors; refer to appropriate sources to determine whether they have correctly Vocabulary used terminology related to First Nations, Métis, and Inuit cultures) D3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining Sample questions: “Why do you think it is word choice, using a variety of resources and easier to find errors in someone else’s writing strategies, as appropriate for the purpose (e.g., than in your own? What strategy might you use a thesaurus to find a more precise word to suit use to address that difficulty?” the context, and record the results of their search in a writing log; create and maintain lists of subject- Publishing specific and technical terms, and consult these lists D3.6 use a variety of presentation features, includ- to enhance their writing; accurately and respectfully ing print and script, fonts, graphics, and layout, incorporate language associated with First Nations, to improve the clarity and coherence of their Métis, and Inuit cultures into their formal writing) written work and to heighten its appeal for Sample questions: “Why is it important to their audience (e.g., select an appealing title and appropriate fonts and graphics for the cover of a

consult local resources and/or speakers of an Indigenous language before using terms booklet they are publishing; use design features associated with a specific First Nations, Métis, such as sufficient white space and clearly labelled or Inuit cultural group in your writing?” “Which diagrams to enhance a fact sheet about a social NBE3C Indigenous cultural terms might you include in issue of importance to a First Nation, Métis, or a glossary to support your writing in English?” Inuit community) Sample questions: “What impression would Punctuation you like your book cover to give prospective D3.3 use punctuation correctly and appropriately readers? Which font is most likely to help to communicate their intended meaning (e.g., convey that impression?” use semicolons correctly in compound sentences; use the appropriate punctuation to introduce a list Producing Finished Works of items) D3.7 produce pieces of published work to meet Sample questions: “Which punctuation mark criteria identified by the teacher, based on the would signal to readers that you are introducing curriculum expectations and respecting First a list – for example, a list of helpful sources of Nations, Métis, and Inuit communication styles information about Métis culture?” “What kind (e.g., adequate development of information and of information might you put within parentheses ideas, logical organization, appropriate use of form in a sentence? What kind of information in and style) a sentence does not belong in parentheses?” Sample questions: “Review your written description of a procedure. Are the steps Grammar introduced in logical order? Are any steps D3.4 use grammar conventions correctly and missing? How might you make the procedure appropriately to communicate their intended easier to follow?” meaning clearly and fluently (e.g., use a variety of sentence types correctly in their writing; use prepositions and conjunctions correctly and appro- D4. Reflecting on Skills and Strategies priately; apply correct verb tenses in an essay that By the end of this course, students will: outlines the historical background of contemporary events; ensure that their sentences demonstrate parallelism) Metacognition D4.1 describe a variety of strategies they used Sample questions: “When you read this sentence before, during, and after writing texts on subject

aloud, does it sound awkward or do you think WRITING matter related to First Nations, Métis, and Inuit it flows smoothly? If it seems awkward, how cultures, explain which ones they found most might you fix it? How does your revision alter helpful, and identify appropriate steps they can the grammar?” take to improve as writers (e.g., describe their use 161 162 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation D4.2 Interconnected Skills media artistsinfluencedyourwriting?” spoken-word artists,musicians,andnew and Inuitauthors,storytellers,poets “How hastheworkofFirstNations,Métis, you couldapplytoyourpersuasivewriting?” about thewayadvertisersuselanguagethat Sample questions:“Whathaveyounoticed their persuasivewriting) they applytheirpersuasivespeakingskillsto realistic dialogue;identifysomeways inwhich word artistshasimprovedtheirabilitytowrite listening toFirst Nations, Métis, andInuitspoken- effectively (e.g., describespecific ways inwhich First Nations,Métis,andInuitcultures more them writetextsonsubjectmatterrelated to representing, andexplainhowtheseskillshelp listening, speaking,reading, viewing,and your work?” specific strategieswouldyouusetoimprove you were toredo thiswritingassignment,what work byreading theworkofyourpeers?”“If “What haveyourealized aboutyourownwritten for awritingconference withtheteacher?” Sample questions:“Whatdoyoutoprepare goal formakingimprovements) strengthening andsetatime-limited need skills specific areainwhich theythinktheirwriting a see andcorrectspecificproblems;describe to various stagesofthewritingprocessallowedthem informally conferringwiththeteacher orpeersat at thedraftingstageofawritingtask;explainhow of oneormoregraphicorganizerstoordertheirideas

identify avarietyofskillstheyhavein

D4.3 Portfolio How hasthisaffected yourwriting?” understanding ofwhataculturaltextformis? “In whatwayshaveyoudevelopedyour specific areas hasyourwritingimproved?” Why didyouchoosethesepieces?”“Inwhat best demonstrateyourimprovement asawriter? Sample questions:“Whichpiecesofwriting their growthaswriters) others andidentifyhowthesepreferencesaffect text formsmorenaturalorappealingtousethan example oftheirwork;explainwhy theyfindcertain Canada andexplainwhy theythinkitisagood and the Truth andReconciliationCommissionof impact oftheIndianresidentialschool system piece oftheirwritingforaclassprojectonthe reasons fortheirchoice(e.g., selectafinished and competenceaswriters,explainthe that theythinkmostclearlyreflect theirgrowth

select examples of a variety of types of writing select examplesofavarietytypeswriting E. MEDIA STUDIES English: Understanding Contemporary First Nations, Métis, and Inuit Voices

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Understanding Media Texts: demonstrate an understanding of a variety of media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources; E2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning in the context of First Nations, Métis, and Inuit cultures; E3. Creating Media Texts: create a variety of media texts on subject matter related to First Nations, Métis, and Inuit cultures, for different purposes and audiences, using appropriate forms, conventions, and techniques; E4. Reflecting on Skills and Strategies: reflect on and identify their strengths as interpreters and creators of media texts, areas for improvement, and the strategies they found most helpful in understanding

and creating media texts on subject matter related to First Nations, Métis, and Inuit cultures; E5. First Nations, Métis, and Inuit Voices in Contemporary Media: identify various contributions of individuals, organizations, and initiatives, including technological initiatives, to the development NBE3C of contemporary First Nations, Métis, and Inuit media production, analysing the social and cultural influence of those contributions and the role of media literacy.

SPECIFIC EXPECTATIONS

E1. Understanding Media Texts Interpreting Messages By the end of this course, students will: E1.2 interpret media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous Purpose and Audience sources, including increasingly complex texts, E1.1 explain how media texts from First Nations, identifying and explaining the overt and implied Métis, and Inuit cultures, and, as appropriate, messages they convey (e.g., identify the overt and relevant media texts from non-Indigenous implied messages about First Nations youth conveyed sources including increasingly complex texts, in a documentary about youth entrepreneurship are created to suit particular purposes and and suggest reasons for any contradictions between audiences (e.g., explain the purpose of showing these messages; explain the implied message of a variety of First Nations, Métis, and Inuit role an advertising campaign featuring First Nations, models in urban and rural community settings Métis, or Inuit imagery) on reality television programs with an Indigenous Sample questions: “What message is conveyed target audience; explain the purpose of inviting by the use of an Inuit symbol in this advertising experts with a spectrum of opinions to speak about campaign? Why might its use be considered issues of importance to First Nations, Métis, and cultural appropriation or offensive?” Inuit communities on mainstream news programs) Sample questions: “Who is the audience for this Evaluating Texts

reality television show? What evidence can you MEDIA STUDIES E1.3 evaluate how effectively information, offer?” “How might you revise promotional themes, ideas, issues, and opinions are com- material for a television or web program with municated in media texts from First Nations, primarily First Nations, Métis, or Inuit content in Métis, and Inuit cultures, and, as appropriate, order to increase the number of non-Indigenous in relevant media texts from non-Indigenous viewers?”

163 164 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation E1.5 identifytheperspectivesand/or biases Critical Literacy E1.4 Audience Responses support thedocumentary’skeyfindings?” living inthesameIndianresidential school inclusion ofmultiplefirst-handaccounts Sample question:“Howeffectively doesthe First Nations, Métis, andInuitcommunitynews) effective orineffectivechannels forcommunicating voices itincorporates;explainwhy socialmediaare of awebsitebasedonanevaluationthevarious intended purpose(e.g., determinethecredibility and decidewhetherthetextsachievetheir sources, includingincreasingly complextexts, sparked thepolarizedreactions?” viewers? Whatspecificinformationmayhave prompted widelyconflicting responses among this documentaryontreaty rightsandobligations Sample questions:“Inyouropinion,whyhas an Indigenousstereotype) to ateamname, mascot, and/orlogoembodying why sportsfans mighthaveavarietyofresponses regulating traditionalharvestingrights;explain differently toanewsreportonchanges tolegislation a non-Indigenouselectedpoliticianmightrespond audiences (e.g., explainwhy aMétisleaderand prompt different responses from different cultural identity?” term imply?Whatdoesthe term suggestabout perspective? Whatvaluesdoes theuseofthis peoples inCanadaimplyaparticular historical in anadvertisementforawebinar onIndigenous “How doestheuseofterm‘settlerCanadian’ under-reported inmainstream newsmedia?” First Nations,Métis,andInuitnewsoutletsare Sample questions:“Whattopicscovered by Indigenous identity) of theseportrayals onpopularbeliefsabout the latenineteenthcentury, andassesstheinfluence individuals wereportrayed in Wild West shows in and Inuitcommunities;describehowFirst Nations an issueofimportancetoFirst Nations, Métis, program isrevealedinitschoice ofexpertstodiscuss website; explainhowtheperspectiveofanews and/or InuitwomenonanIndigenousorganization’s raised bytherepresentationofFirst Nations, Métis, identify issuesofindividualidentityandpower about beliefs,values,identity, andpower(e.g., and commentonanyquestionstheymayraise sources, includingincreasingly complextexts, in relevant mediatextsfrom non-Indigenous Métis, andInuitcultures, and,asappropriate, evident inmediatextsfrom FirstNations,

explain whythesamemediatextmight E2.2 Conventionsand Techniques E2.1 Form By theendofthiscourse,studentswill: E1.6 Production Perspectives E2. an Inuit-related playencouragesanInuitaudience translated intosyllabicsonaplaybill advertising and Inuitcultures (e.g., theinclusionoftext audience inthecontextofFirst Nations,Métis, how theyconveymeaningand influencetheir used inavarietyofmediaforms andexplain receives?” for aFirstNations,Métis,orInuitvideo the numberofvisitsthatapromotional website Sample question:“Whatfactorsmightinfluence college cultureandextra-curricularprograms) information withpromotionalmaterialsaboutthe student populationmightsupplementitscourse why acollegewithpredominantlyIndigenous form ofmarketingpartnership;suggestreasons and Inuitmediaproducersaredoingtosecurethis media producer, andwhatFirst Nations, Métis, benefits arefortheproductmanufacturer andthe explain howproductplacementworks, whatthe some recentattemptstoaddressthosechallenges; to conventionalmarketingchannels, anddescribe and Inuitmediaproducersface ingainingaccess identify somechallenges thatFirst Nations, Métis, Nations, Métis,andInuitmediaindustry(e.g., ing, anddistributionfactorsinfluencetheFirst documentary?” you are watchingadramaratherthan “What aspectsofthisprogram tellyouthat rather thanasamovieforgeneralrelease?” made asaneducationalresource forclassrooms video aboutInuithistoryindicatethatitwas Sample questions:“Whichcharacteristicsofthis share theirwork) Nations, Métis, andInuitartiststoupload spaces includedigitalinteractivitytoenableFirst another’s opinions;onlineculturalperformance of non-scholars astheydebateandsupportone scholars andjournaliststoengageanaudience people, allowingFirst Nations, Métis, andInuit disseminate commentsfromabroadspectrumof (e.g., socialmediafeedsfunctioninrealtimeto context ofFirstNations,Métis,andInuitcultures they shapecontentandcreate meaninginthe of avarietymediaformsandexplainhow

explain howavarietyofproduction, market identify conventionsand/or techniques identify generalandspecificcharacteristics Understanding MediaForms, Conventions, andTechniques

to attend; having interview subjects address the Conventions and Techniques camera directly creates a sense of immediacy in

E3.3 identify a variety of conventions and/or English: Understanding Contemporary a public awareness campaign about a community techniques appropriate to a media form they First Nations, Métis, and Inuit Voices health or safety issue) plan to use, and explain how these will help Sample question: “How might having those communicate specific aspects of their intended personally affected by a community health or meaning (e.g., embedding a video clip with a call safety issue address the camera directly influence to action in a presentation about the environment viewers of a televised public service campaign?” will help audience members make a personal connection to the material by conveying a sense of urgency; adding cultural music to a photo pres- E3. Creating Media Texts entation about a Métis settlement will emphasize the rich musical heritage of the community) By the end of this course, students will: Sample questions: “What techniques might Purpose and Audience you use to make your blog about traditional Indigenous cuisine appealing? What key E3.1 describe the topic, purpose, and audience information might a virtual menu include, for media texts they plan to create on subject for example? How might you use this technique matter related to First Nations, Métis, and Inuit to encourage your audience to read the entire cultures (e.g., a blog for their peers explaining blog?” insights they gained in a class about First Nations, Métis, and Inuit communities in Canada and Producing Media Texts commenting on why they were unfamiliar with the E3.4 produce media texts on subject matter related information and ideas prior to the lesson), and identify some significant challenges they may to First Nations, Métis, and Inuit cultures, for face in achieving their purpose (e.g., summarizing a variety of purposes and audiences, using information concisely and clearly for an audience appropriate forms, conventions, and techniques NBE3C that is unfamiliar with the topic, finding appropriate (e.g., a multimedia presentation on current North channels to promote their blog to its target audience, American clothing trends inspired by First Nations, presenting historical events for which no photographs Métis, and Inuit cultures, using a voiceover to discuss or video clips exist) the line between appreciation and appropriation; an infographic on the changing use of sports mascots Sample questions: “Who do you want to address that employ First Nations imagery; a video demon- in your blog on First Nations, Métis, and Inuit strating how to prepare traditional Métis dishes; histories? What insights might your intended a photo essay depicting human connections to the audience find most interesting? Is there a specific natural environment) view you wish to promote, or should you present a variety of perspectives?” “What challenges Sample question: “What type of media text do you face in presenting information about would you create to voice your opinion directly historical events that occurred before the to politicians on an issue of importance to First widespread use of photography and sound Nations, Métis, and Inuit individuals?” recording?”

Form E4. Reflecting on Skills and Strategies E3.2 select a media form to suit the topic, purpose, By the end of this course, students will: and audience for a media text they plan to create on subject matter related to First Nations, Métis, Metacognition and Inuit cultures, and explain why it is a highly E4.1 describe a variety of strategies they used in appropriate choice (e.g., explain why an online interpreting and creating media texts on subject invitation to an upcoming Indigenous speaker series matter related to First Nations, Métis, and Inuit is an effective way to raise the cultural awareness cultures, explain which ones they found most of their peers; explain which elements of a multi- helpful, and identify appropriate steps they media text make it an effective form to promote the can take to improve as media interpreters and work of Inuit artists) producers (e.g., describe the strategies they used Sample question: “Why might an online calendar to present a viewpoint persuasively in a media text, MEDIA STUDIES highlighting the dates of community events be identify which were the most effective, and plan to an appropriate way to promote local heritage?” use them in future projects; plan to view a media text multiple times to develop a deeper understanding of its structure and meaning)

165 166 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation E5.1 DevelopmentMedia By theendofthiscourse,studentswill: E4.2 Interconnected Skills E5. writing anoutlinecanhelpthemproducea creators inthetwenty-firstcentury;explainhow media forFirst Nations, Métis, andInuitmedia an effectivepresentationonaccesstomainstream resources forspecificcontentcanhelpthemprepare (e.g., describehowtheirskillinscanningInternet Nations, Métis,andInuitcultures more effectively media textsonsubjectmatterrelated toFirst how theseskillshelptheminterpret andcreate ing, speaking,reading, andwriting,explain Indigenous residents inlarge urbancentres?” prepare youforadebateontheneedsof Nation, Métis,orInuitcommunityevent you drew onwhileparticipatinginaFirst Sample question:“Howdidthelisteningskills short video) and mediaarts?” focus onFirstNations,Métis,andInuitvisual specific collegeprograms canyouidentifythat industry? Whatfestivalscanyouname?”“Which Nations, Métis,andInuitvoicesinthemedia festivals inCanadabrought attentiontoFirst Sample questions:“HowhaveIndigenousfilm initiatives: MuskratMagazine,Wawatay News) might youdodifferently nexttime?” media textshowcasingInuitmusicians?What to selectanappropriate soundtrackforyour Sample questions:“Whatprocess didyouuse Indigenous, IgloolikIsumaProductions; Aboriginal MediaProfessionals, CBCNews Tracey Deer;organizations: theAllianceof individuals: AlanisObomsawin, Paul Qulitalik, First Nations,Métis,andInuitmediatexts(e.g., development andproduction ofcontemporary individuals, organizations, andinitiativestothe

identify thecontributionsofseveraldifferent identify avarietyofskillstheyhaveinlisten Voices inContemporary Media First Nations,Métis,andInuit

- E5.3 Access Literacy andMedia Media E5.2 Media of Production Influence in Canada?” influence dothosestorieshaveonidentities produced inthelatetwentiethcentury?What How similarordifferent are theyfrom those are choosingtotellinthetwenty-firstcentury? First Nations,Métis,andInuitmediacreators Sample questions:“Whatare some storiesthat communities cultural force inFirstNations,Métis,andInuit the role ofmedia production asasocialand individuals andcommunities),commentingon perspectives onissuesofimportancetoIndigenous and acceptanceofFirst Nations, Métis, andInuit of identitiesinCanada;promotingunderstanding in Canada(e.g., encouragingdiverseinterpretations media textscontributetoheritageandidentities contemporary FirstNations,Métis,andInuit Nations, Métis,andInuitcommunities?” expanding businessopportunitiesinFirst are advancesincommunicationstechnology their product intomainstream channels?”“How Nations, Métis,andInuitvideographerstoget media literacyrelated totheabilityofFirst Sample questions:“Inwhatspecificwaysis communities withtheglobalcommunity) used toconnectFirst Nations, Métis, andInuit some ways inwhich mediatechnologies arebeing and/or demonstratingmedialiteracy; describe and Inuitmediacreatorsareusingsocial specific ways in which young First Nations, Métis, and remotecommunitiesgenerally;identifysome individuals helpsbroadenmediaaccessinrural media literacy forFirst Nations, Métis, andInuit and consumption(e.g., explainhowimproving First Nations,Métis,andInuitmediacreation and technologyinsupportingcontemporary

explain therole ofmedialiteracy, mediaaccess, describe severaldifferent waysinwhich

English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11

Workplace Preparation NBE3E

This course explores themes, forms, and stylistic elements of literary, informational, graphic, oral, cultural, and media texts emerging from First Nations, Métis, and Inuit cultures in Canada, as well as some texts that relate to those cultures. In order to better understand contemporary texts, students will explore connections between traditional and contemporary text forms and cultural and community aspects of identity, relationships, and self-determination, sovereignty, or self-governance. Students will also create oral, written, and media texts focusing on the development of literacy, communication, and critical thinking skills necessary for success in the workplace and daily life. The course is intended to prepare students for the compulsory Grade 12 English workplace preparation course.

Prerequisite: English, Grade 10, Academic or Applied, or the Grade 10 locally developed compulsory credit (LDCC) course in English

167 168 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation A3. A2. * A1.1 IdentifyingForms Text Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS FORMS INCANADA INUIT PERSPECTIVESAND TEXT A. background information andachartidentifyingvarious typesofculturaltextforms. various symbols, practices,images,sounds,and/or concrete formstoconveyinformation andideas.Seepage188for passed onfrom generation togenerationexpress andcommunicate thoseshared beliefsand values.Theseformsemploy that havedevelopedovertimeon thebasisofbeliefsandvaluesculture andthatare respected, honoured, and example, elementsofmaterialculture, suchasclothing andregalia; stories; songs,music,dances;andculturalpractices– The term“culturaltextform”isused inthisdocumenttorefer toformsandmeansofcommunication–including,for A1. communicate meaninginrelation tothepipe? cultures? Howdoestherole ofpipecarrier a culturaltextforminFirstNationsandMétis Sample questions:“Whyisapipeconsidered supply) to healMotherEarthandtakecareofthewater keepers communicatestheirsacredresponsibility song sungbyAnishinaabe/Ojibwewomenwater kinship tiesthroughcolourandornamentation;the (e.g., Métismedallionsandclothingcommunicate the communicationofmeaningwithinsociety and Inuitcultures, andexplainhowtheysupport associated customsfrom FirstNations,Métis,

colonialist views and incomplete or inaccurate representations. incomplete or inaccurate and views colonialist to challenge of efforts society Canadian on impact world the and views, assess cultures, and lives, Inuit diversity Nations, of and First the Métis, representing in Canada in created forms Reconstructing: role of to the related gender women; and perspectives events, and conditions including political and social and background, cultural period, to by related or shaped historical by perspectives influenced are Canada in created forms text in cultures and communities, individuals, Inuit and Deconstructing: topics; about these of ideas exchange awell-reasoned to stimulate perspectives comparing and questions formulating sovereignty,self-determination, in Canada, created orin self-governance, text forms reflected as Exploring:

FIRSTNATIONS, MÉTIS, AND

identify variousculturaltextforms Exploring Exploring explore themes related to First Nations, Métis, and Inuit identities, relationships, and identities, and Inuit Nations, to related and First relationships, explore Métis, themes demonstrate an understanding of the role of contemporary and historical text text historical role of and of the contemporary understanding an demonstrate demonstrate an understanding of how representations of First Nations, of First of Métis, how representations understanding an demonstrate * and A1.2 Formulating Questions about aculture’s beliefsandvalues?” Indigenous society?Whatdosuchroles imply role canyouidentifyincontemporarynon- What similarculturaltextformandassociated trickery forothercharacters inthestory?”) question: “What aresomeconsequencesofCoyote’s in Kwakwaka’wakw creationstories?”;causal Sedna inInuitcreationstoriesandKumugwe question: “Whataresomesimilaritiesbetween “What does ‘non-status’ mean?”;comparative non-Indigenous texts(e.g., factualquestion: text forms,and,asappropriate, inrelevant governance, asreflected invariousIndigenous and self-determination,sovereignty, orself- Nations, Métis,andInuitidentities,relationships, of themes,ideas,andissuesrelated toFirst

formulate questions to guide their explorations formulate questionstoguidetheirexplorations

Sample question: “What questions might help Comparing Perspectives you understand the meaning of the cultural text

A1.6 compare a few perspectives on themes, English: Understanding Contemporary forms that are present at a local First Nations, ideas, and issues related to First Nations, First Nations, Métis, and Inuit Voices Métis, or Inuit gathering?” Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self- Exploring Identities governance, as reflected in various texts from A1.3 identify and describe some themes, ideas, both Indigenous and non-Indigenous sources and issues related to First Nations, Métis, (e.g., compare the perspectives on the role of the and Inuit identities, as reflected in various extended family presented in a text by an Inuk Indigenous text forms, and, as appropriate, author and one by a non-Indigenous author; after in relevant non-Indigenous texts (e.g., with reviewing two or more texts, define success and reference to spiritual beliefs, cultural identities, well-being from a First Nations, Métis, or Inuit self-identification and legal identification in perspective and identify some similarities and Canada, feelings of loss and marginalization) differences with a non-Indigenous perspective) Sample questions: “How does the main character of the story self-identify culturally?” “How A2. Deconstructing does the residential school survivor in this narrative reveal feelings of loss? What are the Throughout this course, students will: survivor and the survivor’s family doing to relearn their culture?” Viewpoint A2.1 determine how the messages relating to Exploring Relationships First Nations, Métis, and Inuit cultures conveyed

A1.4 identify and describe some themes, ideas, in various contemporary and historical and issues associated with relationships in Indigenous text forms, and, as appropriate, First Nations, Métis, and Inuit cultures, as in non-Indigenous texts, might change if they NBE3E reflected in various Indigenous text forms, were presented from a different perspective and, as appropriate, in relevant non-Indigenous (e.g., the perspective of a contemporary Métis texts (e.g., with reference to family ties, the woman who is attempting to reclaim her culture, continuance of traditional practices in urban of an Indigenous woman who has gone missing), settings to honour and renew a relationship and suggest some historical, socio-political, with the spirit, the relationship between community or cultural factors, including factors related goals and community-based educational program- to gender and/or sexual orientation, that are ming and/or workplace training) shaping the viewpoint of the creator/author

Sample questions: “In this story, the main Sample questions: “Why do you think the CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST character refers to friends of his mother as reporter chose to present the perspective of aunties. How does this reflect his world view a property developer in this article about a about family and community?” “In these oral proposal to build on land within the traditional texts, what is the significance of Mother Earth? territory of a First Nation? How might the article What is the relationship of Mother Earth to have changed if it had included quotations Father Sky, Grandfather Sun, and Grandmother from First Nation community members?” Moon?” “From whose perspective does the Ontario barn quilt project present the roles of First Exploring Self-Determination, Sovereignty, and Nations women during the War of 1812? Whose Self-Governance voices does the project include? How might the message have been different if the quilts had A1.5 identify and describe some themes, ideas, represented the vision of an individual artist and issues related to First Nations, Métis, and rather than a community-based project?” Inuit self-determination, sovereignty, or self- governance, as reflected in various Indigenous Contradictions text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to border A2.2 identify contradictions in how First Nations, crossing and citizenship, status and non-status Métis, and Inuit cultures have been depicted legal classifications for members of First Nations in various contemporary and historical communities; economic activity and sustainability) Indigenous text forms, and non-Indigenous texts (e.g., “unsophisticated” versus wise and Sample question: “What types of cultural spiritual beings, political activists versus passive text forms are traditionally associated with targets of government policy), and suggest some expressions of sovereignty or self-governance?” reasons for the divergence of views

169 170 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation A2.5 Asymmetries A2.4 Accessibility A2.3 Positioning undervalue thesignificance ofthatauthority?” Western audiencesmightmisunderstand or delivering oraltexts?Whydo youthink experience asasource ofauthoritywhen when selectingwhichstoriestobroadcast?” news programmer takeintoconsideration within theregion? Whatfactorsshouldthe importance oftheIndigenouscommunity affect theaudience’sperceptions ofthe items inaprominent regional newsprogram inclusion ofFirstNations,Métis,orInuitnews Sample questions:“Howmightthedaily given tootherenvironmentalproblems) traditional territoriescomparedtotheattention coverage oftheenvironmentaldegradation (e.g., thevolumeofprintandbroadcastnews providing evidencetosupporttheiropinions various contemporaryandhistoricaltextforms, First Nations,Métis,andInuitcontentin this contradiction?” wise andspiritual.Howdoyouexplain unsophisticated, andinotheraccountsas individuals are depictedasnaïveand peoples andEuropean settlers,FirstNations accounts ofencountersbetweenFirstNations Sample question:“InsomeEuropean historical knowledge holdersoftendrawonpersonal Sample questions:“WhydoIndigenous First Nations, Métis, andInuitoraltexts) personal experienceasasourceofknowledgein text forms(e.g., theundervaluationofuse Métis, andInuittextforms,includingcultural apply Western culturalcriteriatoFirstNations, knowledge?” to share culturaltextformscontainingtraditional in Ontariousedigitalcontent-sharingplatforms Sample question:“HowdoMétiscommunities development ofdigitalcontent-sharingplatforms) and Inuitparticipationintheworkforce; in theworkplace;levelofFirst Nations, Métis, forms canberespectfullyandappropriatelyused how First Nations, Métis, andInuitculturaltext text forms(e.g., theavailabilityoftrainingon Métis, andInuittextforms,includingcultural factors affecting publicaccesstoFirstNations,

make inferences aboutattitudestowards identify someissuesrelated toattempts describe somecontemporaryandhistorical

A3.2 Naming A3.1 Acknowledging Throughout this course,studentswill: A3.3 Diversity A3. undermine authenticInuitexperience?” stereotype in mainstream popularculture Sample question:“Howdoesthisparticular used inanimatedcartoonsaimedatchildren) types ofFirst Nations, Métis, andInuitindividuals forms studiedinthiscourse(e.g., identifystereo- resisting colonialistviews,asrevealed intext faced incontrolling theirownnarrativesand individuals andcommunitiesfacehave challenges FirstNations,Métis,andInuit problematic aboutthisformofnaming?” of identifyingaspecificFirstNation?Whatis author ofthistextusedageneralterminstead new nameconvey?”“Whydoyouthinkthe its namefrom SarniaReserve?Whatdoesthe think the Aamjiwnaang FirstNationchanged your report onlocaleconomies?”“Whydoyou to describethelocalFirstNationcommunityin Sample questions:“Whattermshouldyouuse both Indigenousandnon-Indigenoussources in contemporaryandhistoricaltextformsfrom locate examplesofinappropriate terminology oral storiesfromoraboutdifferentcultures),and (e.g., incommunityandworkplacesettings, in Indigenous peoplesinseveraldifferent contexts about thisrepresentation?” identify theseFirstNations?Whatisproblematic Sample questions:“Howdoesthetextbook cultures arefullyrepresented) determine whetherFirst Nations, Métis, andInuit of diversegeographicalplacenamesinCanadato group inahistorytextbook;identifytheorigins First Nationsbeingdepictedasahomogeneous text forms(e.g., locateanexampleofseveraldistinct under-represented incontemporaryandhistorical cultures, andworldviewsisrepresented or First Nations,Métis,andInuitlives,knowledge,

identify appropriate waystorefer to demonstrate anunderstandingofsome identify afewwaysinwhichthediversityof Reconstructing

Relevance Affirmation

A3.4 evaluate several different contemporary A3.5 describe some contemporary efforts to affirm English: Understanding Contemporary

text forms to determine how accurately they the value and counteract the undervaluation First Nations, Métis, and Inuit Voices represent the lives and activities of First Nations, of First Nations, Métis, and Inuit cultural text Métis, and Inuit individuals and communities, forms (e.g., as reflections of the cultural benefits past and present (e.g., identify realistic and/or that First Nations, Métis, and Inuit workers unrealistic elements in the portrayal of a First can contribute to workplace settings rather than Nation, Métis, or Inuk character in a television or evidence of a lack of assimilation into the mainstream online drama), and describe some ways in work environment) which updated representations can influence Sample questions: “What opportunities and society (e.g., eliminating the use of stereotyped barriers can you identify with respect to the images such as tomahawks and war bonnets on use of a talking circle to address workplace sports team logos helps advance understanding conflicts?” “How might an Indigenous com- of contemporary First Nations, Métis, and Inuit munity member who uses a sacred item such identities) as a talking stone or an eagle feather when Sample questions: “In what ways does the making a presentation to co-workers have a use of a First Nations symbol in this team logo positive effect?” “When you see an inuksuk perpetuate a stereotype?” “In your opinion, being used as a cultural symbol in non-Inuit how might popular culture have shaped the contexts, how do you think it is being valued? ideas about Inuit individuals expressed by the How might this differ from the valuation of an author of this text? Why do you think so?” inuksuk placed within the Arctic landscape?”

NBE3E FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA IN FORMS TEXT AND PERSPECTIVES INUIT AND MÉTIS, NATIONS, FIRST

171 172 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation B2. B4. B3. B1.1 Oral Text Forms and Their Use By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS B1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS B. B1. “Why are specificstorytellers chosentocare for of oralstorytellingroles and responsibilities?” from orthesameasanon-Indigenous view cultural perspective?Howis thisviewdifferent viewed from aFirstNations, Métis,orInuit Sample questions:“Howisoralstorytelling for specifictraditionalstories) clans, families, oracommunitytoshareandcare individual storytellersareselectedfromwithin traditional knowledgefrommisuseorappropriation; permission maybeprohibitedinordertoprotect use (e.g., recordingoralteachings withoutexplicit and describeafewcustomsgoverningtheir request spiritualguidanceand/orintervention); human andother-than-human beings;petitions past, thepresent, andfuturegenerationsofall ledgements verbalizetheconnectionsbetween thanks forthegiftsofnaturalworld;acknow- meaning (e.g., prayers andblessingsareofferedin Inuit cultures; explaintheirpurposeandsymbolic the oraltraditionsofFirstNations,Métis,and

the use of culturally appropriate listening practices; practices; appropriate listening of culturally use the demonstrate and communities, contemporary in used how are and they meaning communicate traditions how these explaining cultures, Inuit Nations, of and First Métis, traditions oral the with associated and practices figures, of forms, text understanding an demonstrate Tradition: Oral The related to First Nations, Métis, and Inuit cultures. Inuit Nations, torelated First and Métis, contexts communication oral in most helpful for found improvement, they areas strategies the and andspeakers, listeners as strengths their and identify on reflect and Strategies: on Skills Reflecting cultures; Inuit Nations, and First Métis, about to related ideas, themes, issues of and purposes, audiences, for avariety different with to Communicate: Speaking of purposes; for avariety of situations appropriately respond avariety and order in to understand in cultures and/or from texts to oral listen Inuit Nations, to related and First Métis, Understand: to Listening ORAL COMMUNICATION ORAL

identify varioustextformsassociatedwith The OralTradition use speaking skills and strategies appropriately strategies and to communicate skills speaking use

B1.2 Figures and Their Function to respect the practice of sharing customs orally?” to respect thepracticeofsharingcustomsorally?” First Nations,Métis,andInuitsocietiescontinue holders, and/or storytellersinvarioustraditional you thinkElders,MétisSenators,knowledge remain true totheiroriginaltelling?”“Whydo storytellers ensure thattraditionalstories creation storiesandtheirexpression? Howdo and parenting?” behaviour help convey about the role of women Ojibwe oraltraditions?What ideasdoesher does GrandmotherMoonplay in Anishinaabe with thenaturalenvironment?” “Whatrole interact withchildren? Howdoesheinteract Sample questions:“Howdoesthetrickster heron, snipe]) bear], water [turtle, beaver, eel], andsky[hawk, represent theearthlyelementsofland[deer, wolf, the clananimalsofHaudenosauneeNation and naturethroughthe Thirteen Moon Teachings; (e.g., GrandmotherMoonexplainsthecycle oflife origins, roles, characteristics,andbehaviour Sky Woman, Grandfather Sun),includingtheir (e.g., Glooscap, Raven, MotherEarth, clananimals, from FirstNations,Métis,andInuitoralstories

describe severaldifferent significantfigures

Societal Influences language to indicate that they are listening attentively to a storyteller’s narration; ask a speaker

B1.3 describe the influence of several different English: Understanding Contemporary to clarify an idea with an example) social, economic, and/or political forces (e.g., First Nations, Métis, and Inuit Voices the widespread availability of recording devices Sample question: “How might you respectfully such as cell phone cameras, the transcription of signal that you wish to ask an Elder or a previously exclusively oral stories, limited access presenter a question?” to storytellers) on the disruption or continuation of oral traditions in contemporary First Nations, Using Listening Comprehension Strategies Métis, and Inuit communities B2.3 identify and use several different listening Sample questions: “What are some specific comprehension strategies before, during, and ways in which First Nations, Métis, and Inuit after listening to understand both simple and families are keeping oral traditions alive today?” complex oral texts from and/or related to First “What are some positive and negative effects Nations, Métis, and Inuit cultures (e.g., skim an of recording oral text forms in writing?” article providing background information before a teacher read-aloud; use a summary chart to Culturally Appropriate Listening Practices record a discussion; write down what they already know about a topic, including relevant vocabulary, B1.4 identify and use culturally appropriate before listening to a presentation) listening practices during oral teachings by First Nations, Métis, and Inuit speakers Sample questions: “How might you prepare to (e.g., listen for extended lengths of time without listen to a presentation that is likely to include interrupting or appearing impatient; generate words that are unfamiliar to you? What strategies mental images during a storyteller’s narration

can you use to prevent the inclusion of such in order to be able to recall the story precisely) words from interfering with your ability to listen to or understand an Elder?” Sample questions: “What are the elements of an ethical code of conduct for listening to a NBE3E Demonstrating Understanding of Content traditional teaching?” “How does visualizing key elements of an oral teaching as it is being B2.4 identify, in several different ways, important told help you understand the events described information and ideas in both simple and and the time when they occurred?” complex oral texts from and/or related to First Nations, Métis, and Inuit cultures (e.g., identify terminology in a speaker’s presentation that is being B2. Listening to Understand used in a First Nations, Métis, or Inuit political context; list the key points of a chief’s address By the end of this course, students will: to the Assembly of First Nations; paraphrase a character’s speech from a dramatic reading) Purpose Sample questions: “What specific terms did the B2.1 identify the purpose of several different Senator use in her speech to describe who the listening tasks, with a focus on listening to Métis people are?” “What insights into Inuit oral texts from and/or related to First Nations, identity did the speaker offer?” Métis, and Inuit cultures, and set goals for specific tasks (e.g., to identify culturally specific Interpreting Texts terminology while listening to a presentation; to gather information on a topic of personal interest B2.5 develop and explain interpretations of both by conducting an interview) simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures Sample questions: “What kinds of information using evidence from the text, including oral will you be listening for in this task? What might and visual cues, to support their interpretations interfere with your ability to understand?” appropriately (e.g., compare the experiences of “How does your purpose in listening to Inuit learning a traditional dance by watching a live throat singing differ from your purpose in demonstration while listening to and following listening to song lyrics? What do you hope along with an instructor and by viewing an ORAL COMMUNICATION to learn from each?” instructional video, and determine the strengths and weakness of each format; explain how the Using Active Listening Strategies use of images or data affected their interpretation B2.2 identify and use several different active of a presentation about First Nations, Métis, and listening strategies when interacting in a Inuit businesses) variety of communication contexts related Sample question: “How did the personal story to First Nations, Métis, and Inuit cultures (e.g., that the speaker shared affect your interpretation demonstrate an understanding of when to speak, of the main ideas being presented in the oral when to listen, and how much to say; use body report?” 173 174 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation B2.8 Critical Literacy B2.7 Analysing Texts B2.6 Understanding of Extending Texts this interview withInuitElders,howwould cultural representations?” “Afterlistening to the routines havetochangepresent fairer appeal totheirtarget audiences?Howwould “How dothesecomediansuse stereotypes to does thisraiseaboutidentity andpower?” communities? Why, orwhynot? Whatquestions of importancetoFirstNations, Métis,orInuit response toaspeechaboutcontroversial issue the genderofspeakeraffect theaudience’s Sample questions:“Inyouropinion,does of theperformers) comedy routinestoidentifythebeliefsandvalues system; comparetheuseofstereotypesintwo the naturalworldthatreflectleader’s belief an environmentaltopic, identifyingreferencesto by anInukcommunityleaderininterviewabout and power they mayraiseaboutbeliefs,values,identity, Inuit cultures, andcommentonanyquestions from and/or related toFirstNations,Métis,and evident inbothsimpleandcomplexoraltexts another languageoryourheritagelanguage?” munities toyourownexperienceoflearning Indigenous-language useinFirstNationscom- ideas thespeakerexpressed aboutthestateof Sample question:“Howcanyouconnectthe their ownthoughtsaboutcustodialcarepractices) presentation ontheSixtiesScoopandthenshare experience, andinsights(e.g., listentoaclassmate’s and inothertextstotheirownknowledge, making connectionsbetweentheideasinthem to FirstNations,Métis,andInuitcultures by and complexoraltextsfrom and/or related of thetraditionalteaching?” metaphor helpyouunderstandthemessage useof did sherepeat?” “HowdidtheElder’s she usewhilespeaking?Whatdynamicwords enthusiasm aboutthetopic?Whatgestures did Sample questions:“Howdidthespeakercreate a presentationaffectedtheaudience) use ofanIndigenousprotocoltoopenandclose Métis, andInuityouth;explain howaspeaker’s about employmentopportunitiesforFirst Nations, presenter atajobfair usestogenerateenthusiasm response (e.g., identifythespecifictechniques a and issuesinfluencethelistener’s/viewer’s they communicateinformation,themes,ideas, Inuit cultures, focusingonthewaysinwhich from and/or related toFirstNations,Métis,and

identify theperspectivesand/or biases analyse bothsimpleandcomplexoraltexts extend theirunderstandingofbothsimple (e.g., describetheperspectiveexpressed

B2.9 Understanding Presentation Strategies B3.2 StrategiesInterpersonal Speaking B3.1 Purpose By theendofthiscourse,studentswill: B3. to youngerchildren?” Inuit themesortopicsinanoralpresentation when referring toFirstNations,Métis,and model theappropriate useofterminology Sample question:“Whyisitimportantto able togo) field triptoinformfellowstudentswhowerenot give specificandrelevantexamplesaboutarecent of importancetoalocalFirst Nationcommunity; discussion inordertoreach consensusonatopic ways ofnaming;participate inasmall-group give anoralteaching, usingculturallyappropriate audience (e.g., introduceanElderwhoisaboutto codes appropriate for the intended purpose and purposes, usinglanguageandfollowingsocial cultures and/or perspectivesforseveraldifferent ideas related toFirstNations,Métis,andInuit the presentation?” How wouldthathaveimproved thequalityof have observedculturalprotocols more closely? inclusion havehad?”“Howcouldthepresenters on culturalartforms?Whateffect mighttheir have beenusedtosupportthepresentation Sample questions: “What visual materialscould and non-verbalcommunication) interview toidentifyeffectiveandineffectiveverbal appeal toaspecificaudience;critiquemock job in which differentcomediansusebodylanguageto of comedyroutinestoidentifyandcomparetheways to inform,persuade,orentertain(e.g., viewvideos related toFirstNations,Métis,andInuitcultures strategies are usedinoraltextsfrom and/or culture andthebeliefsvaluesofElders?” What doesthisperspectivereveal aboutInuit you describetheirperspectiveonclimatechange? work-related meeting?” it isappropriate foryoutospeakduringa Sample question: “Howdoyou knowwhen such aswhenanotherspeaker pauses) concern; speakatappropriatepoints inadiscussion, an inclusivetoneinapresentation onatopicof cultural differences (e.g., usehumour toestablish situation, andaudience,exhibiting sensitivityto adapt themappropriately tosuitthepurpose, different interpersonal speakingstrategies,and

explain howseveraldifferent presentation demonstrate anunderstandingofseveral orally communicateinformationand Speaking toCommunicate

Clarity and Coherence Audio-Visual Aids

B3.3 orally communicate information and ideas B3.7 use several different audio-visual aids to English: Understanding Contemporary

related to First Nations, Métis, and Inuit cultures support and enhance oral presentations on First Nations, Métis, and Inuit Voices and/or perspectives in a clear, coherent manner subject matter related to First Nations, Métis, appropriate for the purpose, subject matter, and Inuit cultures, and to engage their intended and intended audience (e.g., use age-appropriate audience (e.g., use video links in a seminar to language in an oral report intended for younger provide visual context for key points they wish children about a specific First Nation, Métis, or to make) Inuit culture) Sample question: “How might adding a clip of Sample question: “How can you incorporate a an Indigenous journalist speaking about your variety of examples to make your oral statements topic support the facts you discuss in your more effective?” presentation?”

Diction and Devices B4. Reflecting on Skills and Strategies B3.4 use appropriate words, phrases, and terminology, and several different stylistic By the end of this course, students will: devices, to communicate information and ideas related to First Nations, Métis, and Inuit Metacognition cultures and/or perspectives and to engage B4.1 their intended audience (e.g., select specific describe several different strategies they words for a speaking task on a topic related to used before, during, and after listening to and First Nations, Métis, or Inuit communities that speaking about texts from and/or related to

acknowledge the cultural values of those commu First Nations, Métis, and Inuit cultures, then nities; differentiate diction to explain the same explain which ones they found most helpful and identify several specific steps they can task to a volunteer and to a community representa- NBE3E tive when preparing for a local community event) take to improve their oral communication skills (e.g., describe how they adjust their questioning Sample question: “How does your word choice strategies in group discussions when they are acknowledge the values held by your intended particularly knowledgeable about the topic; plan audience?” to debate their topic with a critical friend before class presentations to improve their speaking skills) Vocal Strategies Sample questions: “What listening strategies B3.5 identify several different vocal strategies do you use during a storytelling? Which ones do and use them selectively and with sensitivity you find especially helpful, and why?” “What to audience needs and cultural differences (e.g., elements of public speaking do you find most project their voice to ensure their audience can challenging? What strategies might you use to hear; use an animated tone when reading aloud to improve in those areas?” “What specific speaking children; use a tone that conveys authority when strategies encourage dialogue?” coordinating activities with peers) Sample question: “How can the contextual Interconnected Skills clues of audience, subject matter, and intention B4.2 identify several different skills they have help you determine an appropriate volume in reading, writing, viewing, and representing, for speaking?” and explain how these skills help them interpret and discuss oral texts from and/or related to Non-Verbal Cues First Nations, Métis, and Inuit cultures more B3.6 identify several different non-verbal cues effectively (e.g., describe how viewing television and use them, with sensitivity to audience and online interviews can help them develop their needs and cultural differences, to help convey ability to respond to questions in an interview for their meaning (e.g., identify a speaker’s use of volunteer community service at a local Indigenous non-threatening and inclusive non-verbal cues to gathering or festival; identify how reading back- encourage participation at a dance demonstration, ground material about First Nations, Métis, and/or ORAL COMMUNICATION and use these cues in their own group discussions) Inuit protocols helped them use culturally appropriate listening strategies during an oral teaching) Sample question: “What non-verbal cues from the community Elder helped you determine the Sample question: “How does your ability to types of communication that were appropriate locate and read informational texts help you to use in your responses?” address an honorary guest respectfully?”

175 176 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation C5. C4. C3. C2. C1.1 of TextsVariety By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS C1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS C. C1. do youhopetofindinthis biography?” Sample question:“Whattypesofinformation fashion catalogues) as reflectedinhistoricaltextsandcontemporary clothing associatedwithaparticularFirst Nation, connections betweentraditionalandcontemporary by readinganonlinebiography; toidentify known First Nation, Métis, orInukindividual and/or Inuitcommunities;tolearnaboutawell- understand itssignificanceto First Nations, Métis, a specificlocationcitedintextbookorderto reading (e.g., tofindfurtherinformationabout sources, identifyingspecificpurposesfor appropriate, relevant textsfrom non-Indigenous Nations, Métis,andInuitcultures, and,as teacher-selected contemporarytextsfrom First

Understanding Form and Style: and Form Understanding Meaning: for Reading of those contributions. of those influence cultural and social the analyse and literature, Inuit Nations, and First contemporary Métis, development to the initiatives, of technological including initiatives, and organizations, of individuals, contributions various identify Literature: Voices Inuit and Contemporary in Métis, Nations, First sources; appropriate, and, as non-Indigenous from cultures, Inuit relevant Nations, texts and First Métis, from texts reading after and before, most helpful found during, improvement, they strategies the and forreaders, as areas strengths their and identify on reflect and Strategies: on Skills Reflecting to read fluently; knowledge systems of use words cueing and Fluency: with Reading meaning; of how help they communicate understanding an demonstrate and sources, non-Indigenous appropriate, and, as from cultures, Inuit relevant Nations, texts and First Métis, from texts in used meaning; to construct of arange strategies using sources, non-Indigenous from appropriate, and, as cultures, Inuit relevant Nations, texts and First Métis, from texts graphic and READINGANDLITERATURE STUDIES

read severaldifferent short,student-and Reading forMeaning read and demonstrate an understanding of a variety of literary, informational, of literary, of avariety informational, understanding an demonstrate read and identify a variety of text forms, text features, and stylistic elements elements stylistic and features, text of forms, text avariety identify

C1.3 Demonstrating Understanding ofContent C1.2 Using Comprehension Reading Strategies relationship betweenthecharacters andtheland sources (e.g., createaconceptmap illustratingthe appropriate, relevant textsfrom non-Indigenous First Nations,Métis,andInuit cultures, and, as details inbothsimpleandcomplex textsfrom prepared compare tothatofyourpeers?” this text?”“Howdoesthecharacterprofile you during thehistoricalperiodhelpyouunderstand material ontheprevalent attitudesofsettlers Sample questions:“Howdidreading background in anewspaperarticle) collaborate withapeertoidentifykeypoints map torepresentandtrack theirrelationships; the characters inashortstory, thenuseamind non-Indigenous sources (e.g., visualizeandsketch cultures, and,asappropriate, relevant textsfrom complex textsfrom FirstNations,Métis,andInuit after reading tounderstandbothsimpleand comprehension strategiesbefore, during,and

identify importantideasand supporting select anduseseveraldifferent reading

delineated in a short story; compare the opinions play script help you understand that the events on an issue of importance to First Nations, Métis, it describes are occurring in both the past and and Inuit communities expressed in two letters to the present? How does this support the idea that English: Understanding Contemporary First Nations, Métis, and Inuit Voices the editor, using a Venn diagram) human beings are connected to their ancestors?” Sample questions: “What is the main message Evaluating Texts of this media release? Which details support that message?” C1.7 evaluate the effectiveness of both simple and complex texts from First Nations, Métis, and Making Inferences Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, using evidence C1.4 make and explain inferences about both from the text to support their opinions (e.g., simple and complex texts from First Nations, evaluate the graphic elements of an informational Métis, and Inuit cultures, and, as appropriate, website in terms of criteria such as currency and relevant texts from non-Indigenous sources, accuracy to determine how effectively they illustrate supporting their explanations with stated and the lives of contemporary First Nations, Métis, and implied ideas from the texts (e.g., infer the general Inuit individuals) recommendations of the Truth and Reconciliation Commission of Canada: Calls to Action from Sample questions: “What omissions or mis- the headings throughout the text; explain what the representations has your research revealed in imagery in a poem implies about the natural world) this biographical sketch of Pontiac? In what specific ways do they make it less effective?” Sample question: “How does the poet’s use of moon imagery affect the meaning of this poem?” Critical Literacy

Extending Understanding of Texts C1.8 identify the perspectives and/or biases evident in both simple and complex texts dealing with C1.5 extend their understanding of both simple themes, ideas, and issues related to First Nations, and complex texts from First Nations, Métis, NBE3E Métis, and Inuit cultures, and comment on any and Inuit cultures, and, as appropriate, relevant questions they may raise about beliefs, values, texts from non-Indigenous sources, by making identity, and power (e.g., identify elements and/or connections between the ideas in them and in omissions in a brochure outlining a company’s other texts and to their own knowledge, experi- human resources policy that support or detract from ence, and insights (e.g., compare the challenges the promotion of inclusivity and diversity; identify that conflicting world views pose for the protagonist examples of gender bias or gender empowerment of a short story with a similar challenge they have in a handbook on First Nations governance) experienced personally) Sample questions: “What information does Sample questions: “How do the world views of this brochure leave out that potential employees the protagonist and antagonist conflict? What of various cultural backgrounds might find insights did you gain from this conflict that important?” “What world view does this short might lead you to act differently in a similar story present?” “Why do you think this story situation?” is told from the point of view of a young Inuk Analysing Texts girl? Could the same ideas be conveyed as convincingly by a narrator who is an Elder?” C1.6 analyse both simple and complex texts in terms of the information, themes, ideas, and issues they explore in relation to First Nations, C2. Understanding Form and Style Métis, and Inuit cultures, identifying several different aspects of the texts that contribute By the end of this course, students will: to the presentation or development of these READING AND LITERATURE STUDIES elements (e.g., describe the main theme expressed Text Forms in a song’s lyrics, identifying specific ways in which C2.1 identify several different characteristics of the message is reinforced; explain how the writer’s literary, informational, and graphic text forms, use of personal anecdote illuminates the theme of and explain how they help communicate sovereignty or self-governance) meaning or reflect a world view (e.g., a campaign Sample questions: “Why do you think the writer poster includes a candidate photograph, party logo, chose to repeat this particular phrase in the and slogan to communicate political affiliation song’s lyrics? What effect does the repetition and platform efficiently; a graphic novel uses have on the development of the theme?” “How images and typography to convey some types does the conflict between the characters reveal of information and ideas more concisely than the theme of this story?” “What elements of the a narrative novel can)

177 178 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation C2.3 Elements ofStyle C2.2 Text Features the charactertooneofstory’sthemes?” this animal?Howdoesthemetaphorconnect Why, orwhynot?Whatdoyouassociatewith personality traitsyouhadn’tconsidered before? used todescribethecharacterinthisstoryreveal Sample questions:“Doestheanimalmetaphor pamphlet aboutcommunityhealthandwellness) used toconveytheimportanceofsubjectina a worldview;identifyspecificwordsandphrases the naturalworldenrich thepoet’s expressionof the text(e.g., describehowmetaphorsreferringto world viewandenhancetheeffectiveness of they helpcommunicatemeaningorreflect a from non-Indigenoussources, andexplainhow cultures, and,asappropriate, relevant texts in textsfrom FirstNations,Métis,andInuit Inuit worldviewstonon-Indigenousreaders?” form tocommunicateFirstNations,Métis,and contemporary writerschoosethegraphicnovel or Inuitvoters?”“Whydoyouthinksome relevant informationtoFirstNations,Métis, and partyaffiliation?Whymighttheseprovide usually includethecandidate’sphotograph “Why doyouthinkpoliticalcampaignposters colours ofthebeadsinTwo RowWampum?” Covenant Chainreflected inthedesignsand Sample questions:“Howistheteachingof the participatingnations?” an Indigenousgatheringcommunicateabout colour andsymbolismonthisposteradvertising navigation?”“Whatdoestheuseof the user’s features ofthiswebsiteare designedtosupport index helpyoulocateinformation?”“Which portion ofthetextisshaded?”“Howdoesan Sample questions:“Whydoyouthinkthis and symbolssupportthemessageofaposter) articles; explainhowvisualelementssuch ascolours points; explainthefunctionofsidebarsinmagazine helps communicatethemeaningofpivotalplot (e.g., describehowthelayoutofagraphicnovel communicate meaningorreflect aworldview Indigenous sources, andexplainhowtheyhelp and, asappropriate, relevant textsfrom non- from FirstNations,Métis,andInuitcultures,

identify severaldifferent elementsofstyle identify severaldifferent features oftexts

C3.2 Unfamiliar Words Reading C3.1 Familiar Reading Words By theendofthiscourse,studentswill: C3.3 Developing Vocabulary C3. differently?” some words soundthesame butare spelled a ‘nation’?”“Whyisitimportant toknowthat “What isthedifference between a‘band’and What isitssignificancefor cultural identity?” mean withrespect toFirstNations individuals? Sample questions:“Whatdoestheterm‘status’ reserve, residentialschool, smudge, status) communities (e.g., band, member, healing, Indian, significance forFirstNations,Métis,andInuit on words andphrasesthathaveaparticular unfamiliar technical terminology),focusing familiar prefixes, suffixes, androotwordsin preferred bytheparticularcommunity;identify Métis, andInuitcommunitiestofindtheterms class; consultthewebsitesofspecific First Nations, words encounteredintextstheyarereading to expandvocabulary(e.g., makealistofnew names andhistoriesofInuitcommunities?” you usetodevelopyourknowledgeofthe First Nationaffiliation?”“Whatstrategycan you torethink howindividualsidentifytheir decode thedescriptions?Whatwords prompted in thistextare unfamiliartoyou?Howdidyou Sample questions:“Whichnationsdescribed to consultwhenreadingwork-relatedtexts) the context;createacareer-specific vocabularylist word inthetextandtrytograspitsmeaningfrom contemporary contexts;findprevioususesofthe First Nations, Métis, andInuitculturaltermswithin sources (e.g., consultonlineresourcesthatdefine appropriate, relevant textsfrom non-Indigenous Nations, Métis,andInuitcultures, and,as stand unfamiliarwords intextsfrom First this kindofterminology?” terms inthisreport? Where elsehaveyouseen Sample questions:“Whatare some familiar documents) with contracts, reports, andotherworkplace individuals; correctlyidentifyterminologyassociated importance toFirst Nations, Métis, andInuit and vocabularyingrade-leveltextsontopicsof chosen forshared, guided, andindependentreading (e.g., readwithunderstandingwordsfromtexts related toFirstNations,Métis,andInuitcultures most words inseveraldifferent reading contexts

identify anduseseveraldifferent strategies use decodingstrategiestoread andunder demonstrate anautomaticunderstandingof Reading withFluency

- C4. Reflecting on Skills and Strategies C5. First Nations, Métis, and Inuit Voices in Contemporary Literature By the end of this course, students will: English: Understanding Contemporary By the end of this course, students will: First Nations, Métis, and Inuit Voices Metacognition C4.1 describe several different strategies they Development of Contemporary Literature used before, during, and after reading texts C5.1 identify the contributions of a few individuals, from and/or related to First Nations, Métis, and organizations, and initiatives to the development Inuit cultures, explain which ones they found of contemporary First Nations, Métis, and Inuit most helpful, and identify several specific steps literature (e.g., individuals: Ruby Slipperjack, they can take to improve as readers (e.g., record Tomson Highway, David Bouchard, Alootook their use of various strategies to help them identify Ipellie; organizations: the Ontario Native Literacy the ones they find most helpful; describe similarities Coalition RIEL Centre; the Canada Council for and differences in the strategies they use to read the Arts; initiatives: summer programs offered by a workplace incident report and a creation story) district school boards, creative writing awards for Sample questions: “What pre-reading strategy Indigenous youth, the Indigenous Writers’ Gathering) did you use before starting your independent Sample questions: “How does your local library reading of the report about community safety? promote First Nations, Métis, and Inuit authors, Did it help you understand the report more or books with First Nations, Métis, and Inuit clearly? Why, or why not?” “What effect did content? What suggestions could you make to small-group discussions have on the predictions the library to support the development of First you made about the story? How was this Nations, Métis, and Inuit writers?” strategy helpful?” Influence of Contemporary Literature Interconnected Skills C5.2 identify some ways in which contemporary NBE3E C4.2 identify several different skills they have First Nations, Métis, and Inuit literary works in listening, speaking, writing, viewing, and contribute to identities and heritage in Canada representing, and explain how these skills help and/or to First Nations, Métis, and Inuit cultural them read texts from and/or related to First revitalization (e.g., educating non-Indigenous Nations, Métis, and Inuit cultures more effectively individuals about First Nations, Métis, and Inuit (e.g., describe how preparing written questions perspectives; teaching children about their own before reading informational texts can help them cultural and linguistic heritage) interpret key points; describe how listening to oral Sample questions: “What influence have stories can help them understand written texts storybooks for children written about First of the same stories) Nations, Métis, and Inuit cultures had on Sample question: “How did viewing a webcast cultural revitalization in First Nations, Métis, about residential schools broaden your under- and Inuit communities? What challenges do standing of the character’s struggles in the First Nations, Métis, and Inuit writers face short story?” in producing these books?”

Influence of Technology C5.3 identify some ways in which technology is being used to help promote the work of contemporary First Nations, Métis, and Inuit writers and publishers (e.g., blogging offers a writing format and distribution channel that gives First Nations, Métis, and Inuit writers READING AND LITERATURE STUDIES an opportunity to express their personal views publicly; social media platforms provide a large audience for readers to share their opinions of new literary work)

179 180 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation D3. D2. D4. D1.2 Generating andDeveloping Ideas D1.1 Identifying Topic, Purpose, andAudience By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. traditions youare describing?” need toknowabouttheculturalgroup whose audience willalready knowandwhatdoesit your narrativetext?Whatdoyouthinkthis Sample questions:“Whoistheaudiencefor focuses onIndigenouscommunityissues) a letterofapplicationforjobinworkplacethat communities foraschool orcommunitynewsletter; importance toFirst Nations, Métis, andInuit audience; anopinionpieceaboutissueof Nation, Métis, orInuitgrouptoinformaspecific describing thetraditionsofaparticularFirst and Inuitcultures (e.g., ashortnarrativetext subject matterrelated toFirstNations,Métis, for severaldifferent typesofwritingtaskson they needtofind; conferwithpeerstoidentify knowledge aboutthetopicand theinformation (e.g., askthemselves questionstoidentifytheirprior electronic, andotherresources, asappropriate tasks, usingseveraldifferent strategiesand print,

informational, and graphic forms and stylistic elements appropriate for the purpose and audience; and appropriate elements purpose for the stylistic and forms graphic and informational, of literary, avariety using writing, their revise and draft Style: and Form of Knowledge Using Inuit cultures; Nations, to related and First Métis, matter audience subject on and purpose intended for an write to generate, information ideas and gather, Content: organize and Organizing and Developing subject matter related to First Nations, Métis, and Inuit cultures. cultures. Inuit Nations, to related and First Métis, matter subject on texts of stages writing at most helpful found different improvement, they strategies the and for areas writers, as strengths their and identify on reflect and Strategies: on Skills Reflecting work their present effectively; and expression, conventions, refine errors, knowledge and strategies, of to language correct and skills publishing and proofreading, editing, use Conventions: of Knowledge Applying

WRITING

generate and focus ideas for potential writing generate andfocusideasfor potential writing identify thetopic,purpose,andaudience Content Developing andOrganizing

D1.3 Research topic?” you focustheseideastodecideonaparticular generated inyourgroup discussion?Howdid Sample questions:“Whatwritingideaswere such asa T-chart) in aformthatiseasytounderstandandretrieve, consult andtheideasinformationtheygather they wishtowriteabout;recordthesources help thembroadentheirunderstandingofanissue First Nations, Métis, andInuitnewsthatwould social mediasitestoidentifysourcesofcurrent who maybehelpfulsourcesofinformation;consult local First Nations, Métis, andInuitindividuals and comprehensiveness) sources andinformationforreliability, objectivity, proper documentation;useachecklist toevaluate sources ofinformation, observing conventionsfor works citedlistorofreferences torecordall information relevanttotheir topic; compilea when browsingtheInternettolocatespecific Métis communityleaders;usekeywordsearches multimedia resources, orinterviewswithlocal for theirassignment, such asnewspaperarticles, that arelikelytoproviderelevantinformation appropriate (e.g., identifyseveraltypesofsources and print,electronic, andotherresources, as for writing,usingseveraldifferent strategies

locate and select information to support ideas locate andselectinformationtosupportideas

Sample questions: “How have discussions with First Nations, Métis, and Inuit student advisory your peers and local First Nations, Métis, or committee) Inuit community partners about your project English: Understanding Contemporary Sample questions: “You’ve been asked to write First Nations, Métis, and Inuit Voices helped you focus your writing on current, a human interest story for a lifestyle magazine. relevant, and engaging perspectives?” “What In what other text forms have you encountered does ‘plagiarism’ mean? Why do you think human interest stories? Who do you think the people plagiarize? Why is it wrong?” audience is?” “In what ways does a news report differ from a magazine article?” Organizing Ideas D1.4 identify, sort, and order main ideas and Voice supporting details for writing tasks, using D2.2 establish an identifiable voice in their writing, several different strategies and organizational modifying language and tone to suit the form, patterns suited to the content and the purpose audience, and purpose for writing (e.g., use vivid, for writing (e.g., in small groups, cluster key descriptive language to establish a mood of urgency ideas to develop an agenda for a meeting of the in a poem about an environmental issue; use First Nations, Métis, and Inuit student advisory a businesslike tone and an appropriate level of committee; use a graphic organizer such as a language in a letter to a provincial or territorial T-chart to list First Nations, Métis, and Inuit organization requesting youth representation resources that the school library contains and in the organization) does not contain, in preparation for writing a report recommending additional resources) Sample questions: “How might you change the language of your memo to make the tone Sample questions: “Who is it important to

more businesslike and authoritative? What consult when you are developing your agenda? synonyms would sound more formal?” How did you determine the most important items for the agenda? What ‘talking points’ Diction NBE3E will you use to generate discussion for each agenda item?” D2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their Reviewing Content writing clear and vivid for their intended audience (e.g., in an article for a community newsletter, D1.5 determine whether the ideas and information respectfully incorporate words and phrases that gathered are relevant to the topic, sufficient for emphasize a First Nations, Métis, or Inuit perspective the purpose, and meet the requirements of the in order to make a connection with their audience; writing task (e.g., re-read the information gathered describe the physical and emotional characteristics to ensure that it does not present First Nations, Métis, of an auntie, uncle, grandmother, grandfather, or and Inuit cultures as cultures of the past; review the Elder in some detail to convey personality; make information gathered from all sources to determine a list of active verbs and vivid adjectives that whether any important ideas are missing) evoke a character in a First Nation, Métis, or Sample questions: “As you review the Inuit traditional story, and choose effective ones assignment details and the notes you have to use in a descriptive paragraph) made for your report, how closely do they Sample questions: “Where might you respect- match? What further research could you do fully add words from the Inuktitut language to to minimize gaps?” give your article greater impact?” “Does your description of an auntie, uncle, or Elder provide D2. Using Knowledge of Form and Style enough detail to allow your reader to visualize the person? If not, what words might you add?” By the end of this course, students will: Sentence Craft and Fluency Form D2.4 write complete sentences that communicate D2.1 write for different purposes and audiences their meaning clearly and accurately, varying using several different literary, informational, sentence type, structure, and length for different and graphic text forms (e.g., a poem on the theme purposes and making logical transitions between of cultural identity, based on a model of a poem ideas (e.g., use transitional words to show the studied in class; a graphic chronology of the Mother relationship between ideas in two or more sentences; Earth Water Walks around the Great Lakes to combine short sentences where appropriate to WRITING explain the initiative to elementary students; a letter clarify meaning) to the editor offering a supported opinion about an Sample questions: “Which transitional words Inuit community initiative; a memo to the school do you use repeatedly? What other words might parent council summarizing the requests of the you use to make the relationship between your 181 182 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation D2.7 Producing Drafts D2.6 Revision D2.5 Critical Literacy complex textswrittentomeet criteriaidentified Nation tomakeyourtopicmore immediate?” to aculturaltextformfrom aspecificFirst Walks, howmight youincorporateareference your descriptionoftheMotherEarthWater has yourrevision madeyourtextclearer?” “In perspective? Ifnot,whatmightyouadd?”“How they needtoknowinorder tounderstandyour “Does yourwritingtellreaders everything your writingmore interesting forthereader?” type andlengthofyoursentencestomake Sample questions:“Howmightyouvarythe enhance theeffectivenessoftheirtext) or phrasewouldreinforcetheirargumentand whether theinclusionand/orrepetitionofaword writing toimprovetheflowofideas;determine language; reorganizethesentencesinapieceof indicates genderbiasandsubstitutegender-neutral strategies (e.g., identifywordingintheirworkthat work, usingseveraldifferent teacher-modelled organization, clarity, andstyleoftheirwritten your ownperspectiveonthesubject?” character inyourtextmostcloselyreflects them? Ifnot,howmightyoudoso?”“Which writing? Ifso,howhaveyouacknowledged considered diversepointsofviewinyour of writingreflects yourvalues?”“Haveyou language youhavechosentouseinthispiece Sample questions:“Howdoyouthinkthe between thepeopleandland) a First Nationworldviewabouttherelationship during acampingtripreflectsorconflictswith journal entryabouttheirpersonalexperiences response; identifythespecific ways inwhich a and explainthebelieforvaluethatshapedtheir they haveencounteredintheirworkexperiences describe theirresponsetoculturalexpectations reveals theirculturalvalues;inapersonalessay, an objectoraplace, asexpressedinashortnarrative, world view(e.g., identifyhowtheirdescriptionof or conflictwithaFirstNation,Métis,andInuit identify howabelieforvaluemayeitherreflect experiences are revealed intheirwriting,and How mightyoucombinesomeofthem?” you usemanyshortsentencesinasequence? ideas more obvious?” “Where inyourtextdo development of informationandideas, logical and Inuitcommunication styles(e.g., adequate tations andrespecting FirstNations,Métis, by theteacher, basedonthecurriculum expec

produce revised draftsofboth simpleand explain howtheirownbeliefs,values,and revise draftstoimprove thecontent,

D3.1 Spelling By theendofthiscourse,studentswill: D3.3 Punctuation D3.2 Vocabulary D3. did youconsulttofindaspellingpattern?” what errors diditreveal?” “Whatresources checker inyourword-processing program, Sample questions:“Whenyouusedthespelling words correctly) words, prefixes, andsuffixestospelltechnical electronic resources;applytheirknowledgeofroot words correctly;check theirspellingsinprintand and independentreadingtextstohelpthemspell maintain alistofwordslearnedfromshared, guided, as“ibeforeeexceptafterc”, appropriately; such new words correctly (e.g., applyspellingpatterns, appropriate strategiestospellfamiliarand several different typesofresources, and difficulty?” person followthestepsyoudescribewithout you havenotmissedanysteps.Couldanother in yourschoolcommunity, checktoensure that revised planforpromoting culturalawareness Sample question:“Before you submit your appropriate useofconventions) organization, appropriateuseofformandstyle, to thegroup, pausing where youhaveused Sample questions: “Readyourwork aloud letters, memos, andnotes) appropriate totheformoftheir writing, such as written andoralsources;usepunctuation thatis marks tosetoffwordsandphrases takenfrom their intendedmeaning(e.g., usequotation this report?” could conveythemeaningmore clearlyin Sample question:“Whatotherwords orphrases publications andusethemintheirownwriting) a listoftechnical wordsencounteredintrade dictionaries toconfirmwordmeanings;compile to findsynonyms;consultglossariesandtechnical in theirowntexts;consultaclassroomwordwall words areused, toexpandthevocabularytheyuse and onlinetexts, notingthecontext inwhich the create alistofnewwordstheyencounterinprint strategies, asappropriate forthepurpose(e.g., using severaldifferent typesofresources and word meaning(s)andreviewing word choice,

use knowledge of spelling rules and patterns, use knowledgeofspellingrules andpatterns, use punctuationcorrectly tocommunicate build vocabularyforwritingbyconfirming Applying Knowledgeof Conventions

commas and periods. Where do you and your D4. Reflecting on Skills and Strategies peers think punctuation is missing? Where do you think the punctuation is unnecessary?” By the end of this course, students will: English: Understanding Contemporary First Nations, Métis, and Inuit Voices

Grammar Metacognition D3.4 use grammar conventions correctly to D4.1 describe several different strategies they communicate their meaning clearly (e.g., write used before, during, and after writing texts on complete and correct simple, compound, complex, subject matter related to First Nations, Métis, and compound-complex sentences; consistently and Inuit cultures, explain which ones they make verbs agree with their subjects and pronouns found most helpful, and identify several specific agree with their antecedents) steps they can take to improve as writers (e.g., describe how working in a small group helped Sample questions: “Could you combine these them or distracted them in generating ideas for short sentences to make a more interesting writing; describe specific ways in which reading longer sentence? Which connecting words a piece of writing aloud to a partner for feedback would you use? Does the punctuation need to helped them to improve it; identify a skill they be changed to make the sentence grammatical?” need to strengthen and set a goal for improving that skill) Proofreading Sample questions: “What specific problem did D3.5 proofread and correct their writing, using you encounter while working on this writing guidelines developed with the teacher and assignment, and how did you resolve it? What peers (e.g., review drafts using an editing checklist did that experience teach you about your specific to the writing task; use a highlighter to preferred learning style?” “Reflecting on your mark potentially incorrect words or phrases in approach to this writing task, what strategies their draft, and then check appropriate resources for generating ideas will you use for future to confirm correct spelling and/or usage) writing tasks?” “What would you do differently NBE3E Sample questions: “What words did you if you had the opportunity to redo this writing highlight as possible errors when you re-read assignment?” your text? Have you checked those words to confirm their meaning and their spelling?” Interconnected Skills D4.2 identify several different skills they have Publishing in listening, speaking, reading, viewing, and D3.6 use several different presentation features, representing, and explain how these skills help including print and script, fonts, graphics, and them write on subject matter related to First layout, to improve the clarity and coherence of Nations, Métis, and Inuit cultures more effectively their written work and to engage their audience (e.g., describe how listening to song lyrics by First (e.g., select appropriate fonts and graphics and Nations, Métis, and Inuit musicians enhanced an appealing layout for a brochure, keeping their their ability to write about an issue of importance purpose and audience in mind; select appropriate to First Nations, Métis, and Inuit communities) images to illustrate a procedural text) Sample question: “How did listening closely Sample question: “How might you use the to Elders and Métis Senators help you write the four directions model to visually support dialogue for a scene about the Indian residential the message of your text?” school system in Canada?”

Producing Finished Works Portfolio D3.7 produce pieces of published work to meet D4.3 select examples of several different types of criteria identified by the teacher, based on the writing that they think most clearly reflect their curriculum expectations and respecting First growth and competence as writers, and explain Nations, Métis, and Inuit communication styles the reasons for their choice (e.g., select a piece (e.g., adequate development of information and of writing for a class anthology and explain why ideas, logical organization, appropriate use of they think it is a good example of their work; choose form and style, appropriate use of conventions) several pieces for a literacy portfolio to reflect their growth as writers over time, explaining how each Sample questions: “What important points one demonstrates an improvement in their skills) have you learned from creating a school handbook? What important considerations Sample questions: “Which pieces of your WRITING might you include on a checklist to guide writing best reflect your writing skills? Why others in producing a similar handbook, are these pieces important to you?” to ensure that the work reflects equity, inclusion, and diversity?” 183 184 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation E3. E2. E5. E4. E1.2 Interpreting Messages E1.1 Purpose andAudience By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS E1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS E. E1. cultures, and,asappropriate, relevant media texts from FirstNations,Métis,andInuit and factualaccuracy?” How doesadocumentaryconveyauthenticity expect thepurposeofadocumentarytobe? Sample questions:“Whatdoesanaudience in adocumentary) footage andinterviewswitheyewitnesses orexperts of topics;explainthepurposeusingon-location expressing personalideasandopinionsonavariety the audienceforablogwritteninfirstpersonand particular purposesandaudiences(e.g., identify non-Indigenous sources, are created tosuit and, asappropriate, relevant mediatextsfrom texts from FirstNations,Métis,andInuitcultures,

MEDIASTUDIES

in the context of First Nations, Métis, and Inuit cultures; context cultures; Inuit Nations, of and First the Métis, in meaning to create used are them with associated how conventions techniques and the explain and forms media some identify Techniques: and Conventions, Forms, Media Understanding sources; appropriate, and, non-Indigenous as from texts cultures, Inuit relevantNations, media and Métis, First from texts of media of avariety understanding an demonstrate Texts: Media Understanding influence of those contributions and the role of media literacy.therole and of media contributions those of influence cultural and social the production, analysing media Inuit Nations, and First of contemporary Métis, development to the initiatives, technological including initiatives, and organizations, individuals, of contributions various identify Media: Voices Inuit and Contemporary in Métis, Nations, First cultures; Inuit Nations, to related and First Métis, matter subject on texts media creating and understanding in most helpful for found improvement, they texts, areas strategies of the media and creators and interpreters as strengths their and identify on reflect and Strategies: on Skills Reflecting techniques; and appropriate audiences, and conventions, using forms, purposes for different cultures, Inuit and Nations, to related First Métis, matter subject on texts of media avariety create Texts: Media Creating

explain howbothsimpleandcomplexmedia interpret bothsimpleandcomplex media Understanding Media Texts Understanding MediaTexts

E1.3 Evaluating Texts did theseimageshaveontheaudience?” included inreports ofthestand-off? Whateffect and impliedmessagesconveyedbytheimages the OkaCrisisin1990?Whatwere theovert important role innationalnewsreports about Sample questions:“Howdidimageryplayan an environmentalissue) identify keymessagesinaradioprogramabout of theimageryortextthatsupporttheirconclusions; Métis, orInuittheme, identifying specificelements a posteradvertisingmoviewithFirst Nations, they convey(e.g., explaintheimpliedmessageof and explainingtheovertimpliedmessages texts from non-Indigenoussources, identifying comment on the effectiveness of including authentic comment onthe effectivenessofincludingauthentic the texts achieve theirintendedpurpose(e.g., non-Indigenous sources, anddecidewhether as appropriate, relevant mediatextsfrom First Nations,Métis,andInuit cultures, and, in bothsimpleandcomplex mediatextsfrom ideas, issues,andopinionsare communicated

evaluate howeffectively information,themes,

family and/or community photos and video clips Sample questions: “Where can youth find to convey aspects of life in northern Ontario in information on emerging First Nations, Métis, a film about a particular First Nation community; and Inuit film and video producers? Are English: Understanding Contemporary First Nations, Métis, and Inuit Voices determine whether the captions in a multimedia these mainstream outlets, or outlets that text about work opportunities for Métis youth target Indigenous audiences? Do you find provide all the necessary information) them effective as a source of information? Why, or why not?” Sample questions: “Would including First Nations, Métis, and Inuit individuals in their recruitment commercials be an effective way E2. Understanding Media Forms, for banks to attract more diverse job applicants? Conventions, and Techniques Why, or why not? What might the banks need to consider in making such commercials?” By the end of this course, students will:

Audience Responses Form E1.4 identify and explain different audience E2.1 identify general characteristics of several responses to selected media texts (e.g., suggest different media forms and explain how they reasons why a musician might perform different shape content and create meaning in the context versions of a particular song for different audiences; of First Nations, Métis, and Inuit cultures (e.g., identify various possible responses to celebrity regional First Nations, Métis, and Inuit newspapers endorsements of animal protection laws relating include photographs of local individuals and events to species in the Canadian North) in their coverage to encourage a sense of community; Sample question: radio dramas use sound effects to create mental

“Why might you, people in your community, or members of an Indigenous pictures for listeners; music videos use editing community respond differently to a song about techniques to present visual interpretations of an environmental issue?” songs by contemporary First Nations, Métis, and NBE3E Inuit musicians) Critical Literacy Sample questions: “What media form do you E1.5 identify the perspectives and/or biases think best supports the need of a local First evident in both simple and complex media texts Nation organization to communicate about from First Nations, Métis, and Inuit cultures, local events? What elements of the form make and, as appropriate, relevant media texts from it conducive to this purpose?” non-Indigenous sources, and comment on any questions they may raise about beliefs, values, Conventions and Techniques identity, and power (e.g., identify the perspective E2.2 identify several different conventions and/or of a movie poster advertising a film about First techniques used in familiar media forms and Nations, Métis, and Inuit youth; identify some explain how they convey meaning and influence typical aspects of portrayals of First Nations, Métis, their audience in the context of First Nations, and Inuit individuals in product advertising and Métis, and Inuit cultures (e.g., the inclusion of describe the impression created by these depictions) shots of the audience at videoed outdoor Indigenous gatherings encourages viewers to share the enjoy- Sample questions: “How realistic do you find ment; the use of cultural symbols and/or images the portrayal of First Nations, Métis, and Inuit on First Nations, Métis, and Inuit community youth on this poster? What reasons can you give organization websites emphasizes the cultural for your opinion?” “Why do you think these identities of the communities; framing, camera museum brochures depict First Nations, Métis, angle, lighting, and editing are techniques used in and Inuit individuals in traditional clothing? film-making to convey meaning and create mood) What do you think is the intended and/or unintended effect on potential museum patrons?” Sample questions: “What conventions of script writing can support the expression of Production Perspectives Indigenous spiritual themes? What techniques E1.6 describe several different production, has the playwright used to convey the connec- marketing, and distribution factors that influence tions between the main character and ancestral the First Nations, Métis, and Inuit media industry spirit beings?” “What effect did the alternating (e.g., describe some factors that promote or restrict use of close-ups and wide shots have in this MEDIA STUDIES the participation of First Nations, Métis, and Inuit movie about life in an Arctic community?” producers/directors in the Canadian film industry; identify various social media outlets that promote the First Nations, Métis, and Inuit film industry)

185 186 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation E3.3 Conventionsand Techniques E3.2 Form E3.1 Purpose andAudience By theendofthiscourse,studentswill: E3. artists? Whatmediaformwouldyouchoose?” showcasing localFirstNationartformsand an invitationtoallstudents?” you speaktoaboutadditionalplacespost information aboutschoolevents?Whocould the locationswhere studentsusuallyseek poster, whymightitbeimportanttoidentify Sample questions:“Asyouworkonyour to posttheirinvitationthestudentforum) the messageclear;findingappropriatelocations groups ofpeopleonasingleposterwhilekeeping purpose challenges theymayfaceinachievingtheir Inuit youthintheschool), andidentifyspecific issues ofimportancetoFirst Nations, Métis, and (e.g., aposterinvitingallstudentstoforumon related toFirstNations,Métis,andInuitcultures media textstheyplantocreate onsubjectmatter in afilmtrailerwillheighten theaudience’s effects conventionallyassociated withhorrorfilms relevance ofthesongs;usingmusicandtypographic emphasize thetraditionalrootsandcontemporary poster promoting acompilation of Métis music will motifs withanimageoftheurbanlandscapeona communicate meaning(e.g., combiningcultural plan touse,andexplainhowthesewillhelp techniques appropriate toamediaformthey “How mightyoupromote anexhibition and theirfamiliesintheschoolcommunity?” about resources andsupportsforallstudents website beaneffective waytobuildawareness Métis, andInuiteventpageontheschool Sample questions:“WhymightaFirstNations, Métis, andInuitcultures) student awareness ofthediversityFirst Nations, languages mightbeaneffectiveway topromote sign containinggreetingsindiverseIndigenous appropriate choice(e.g., explainwhy awelcome and Inuitcultures, andexplainwhyitisan on subjectmatterrelated toFirstNations,Métis, and audienceforamediatexttheyplantocreate might youuse typography tocapture themood?” What typeofsound bitesmightyouuse? How a senseofhorror orfearinyourfilmtrailer? making software couldyouuse toprovoke Sample questions:“Whatfeatures ofthefilm- expectation offrighteningscenes)

identify severaldifferent conventionsand/or select amediaformtosuitthetopic,purpose, describe thetopic,purpose,andaudiencefor Creating Media Texts Creating MediaTexts (e.g., determininghowtorepresentdiverse

Metacognition By theendofthiscourse,studentswill: E3.4 TextsMedia Producing E4.2 Interconnected Skills E4.1 E4. communicate thesignificanceofevent?” elements wouldyouincludeinyourdisplayto event inthelocalFirstNationcommunity?What could youcreate tocommemorateanimportant Sample questions:“Whattypeofmediadisplay symbols) for afashion lineof T-shirts showcasingcultural about on-reservehealthandsafety;packaging by thestudentbody;apublicserviceannouncement diversity toexplainthemanynationsrepresented (e.g., awebinaronFirst Nations, Métis, andInuit appropriate forms,conventions,andtechniques several different purposesandaudiences,using to FirstNations,Métis,andInuitcultures, for for amediaproduction onthesameissue?” on aparticular topichelpyoufocusyourideas member ofan urbanIndigenouscommunity Sample question:“Howdoesinterviewinga of filmsanddocumentariesby thoseproducers) about theirworkcanhelpthem createonlinereviews Métis, andInuitmediaproducersbeinginterviewed explain howlisteningattentively toFirst Nations, to FirstNations,Métis,andInuitcultures (e.g., and create mediatextsonsubjectmatterrelated explain howtheseskillshelptheminterpret listening, speaking,reading, andwriting, or whynot?” Would youuse thesamestrategiesagain?Why, and/or Inuitvoicesinthenewsprogram? to detectcontemporaryFirstNations,Métis, Sample questions:“Whatstrategiesdidyouuse audience) media textandtoenhanceitsappealtheir plan tousefeedback toclarifythemessageoftheir ability tocommunicateaspecificmessageeffectively; initial effortsonasingledesign, candeveloptheir mock-ups ofaposter, ratherthanfocusingtheir situations; describehowcreatingseveraldifferent them detectmediamanipulationineveryday identifying implicitmessagesinmediatextshelps interpreters andproducers (e.g., explainhow specific stepstheycantaketoimprove asmedia they foundmosthelpful,andidentifyseveral Métis, andInuitcultures, explainwhichones on subjectmatterrelated toFirstNations, used ininterpreting andcreating mediatexts

produce mediatextsonsubjectmatterrelated identify severaldifferent skillstheyhavein describe severaldifferent strategiesthey Reflecting onSkillsandStrategies Reflecting E5. First Nations, Métis, and Inuit Media Literacy and Media Access Voices in Contemporary Media E5.3 identify several different initiatives to improve English: Understanding Contemporary

First Nations, Métis, and Inuit media literacy First Nations, Métis, and Inuit Voices By the end of this course, students will: (e.g., online educational resources, such as tutorials and interactive modules, that focus on media issues Media Development relating to First Nations, Métis, and Inuit individuals E5.1 identify the contributions of a few individuals, and cultures) and to expand First Nations, Métis, organizations, and initiatives to the development and Inuit media access (e.g., the expansion of and production of contemporary First Nations, broadband systems to deliver public service to Métis, and Inuit media texts (e.g., individuals: remote and rural First Nations, Métis, and Inuit Lisa Charleyboy, Zacharias Kunuk; organizations: communities; government support for television the Aboriginal Multi-Media Society, the Inuit broadcasters providing Indigenous content to Broadcasting Corporation; initiatives: the facilitate the coverage of up-to-date news and imagineNATIVE Film + Media Arts Festival) political information) Sample questions: “Which knowledge keepers Sample questions: “What kinds of resources can you name who have shared their teachings does the web centre MediaSmarts offer?” “How using contemporary media forms? Why might have social media increased the ability of First contemporary storytellers and traditional Nations, Métis, and Inuit media producers and knowledge keepers choose to share their stories creators to gain access to industry leaders and through media texts?” media talent?” “How might a TEDx event meet the need to share First Nations, Métis, and Inuit Influence of Media Production perspectives and local knowledge?” “What is a

E5.2 identify some ways in which contemporary virtual Indigenous community? What purposes First Nations, Métis, and Inuit media texts does it serve?” contribute to identities and heritage in Canada NBE3E (e.g., educating non-Indigenous audiences about First Nations, Métis, and Inuit cultures and histories; including First Nations, Métis, and Inuit perspectives in cultural production in Canada) and act as a social and cultural force in First Nations, Métis, and Inuit communities (e.g., encouraging the participation of First Nations, Métis, and Inuit youth in contemporary media careers) Sample question: “How might a video posting of a First Nation, Métis, or Inuk environmental leader sharing an Indigenous perspective on climate change act as a social force in a First Nation community?” MEDIA STUDIES

187 Appendix to the English Courses

CULTURAL TEXT FORMS Cultural text forms serve an important purpose in First Nations, Métis, and Inuit cultures, in that they are used to express and communicate a culture’s beliefs and values. Their function and purpose distinguish them from purely artistic creations, though they often have aesthetic qualities as well. They may be elements of material culture, including tangible objects; stories; songs, music, or dances; or cultural practices, including those associated with food or medicines. Some examples of cultural text forms and their significance follow: • traditional clothing, which often expresses the cultural, spiritual, social, and/or political identities of First Nations, Métis, and Inuit communities • songs and music, including the practices of drum keepers and dancers (often delineated by gender), used to transmit Indigenous knowledge • prayers, often expressing belief in the power of spirit to heal • addresses, affirmations, and orations, illustrating the significance of spoken text • fire lighting and the burning of sacred medicines to cleanse and purify and/or to communicate with spirit beings • symbolism embodied in material life to reflect kinship ties, family histories, land agreements, business partnerships, spiritual life, and so on • oral and written stories used to record and communicate stories of origin, family histories and histories of nations, and relationships to land, spirit, and creation • languages themselves, which embody and reflect beliefs, values, and significant relationships between humankind and creation

Every culture has a distinct way of creating, passing on, using, and showing respect for its cultural text forms. Some cultural text forms are protected, according to Indigenous traditions. It is therefore critical for educators to understand that it may be necessary for them to engage with and seek direction from the specific Indigenous community from which a cultural text form originates before using it in a classroom setting.

Some cultural text forms, such as prayer, song, and music, are found across First Nations, Métis, and Inuit cultures, while others are unique to particular groups. The chart that follows provides examples of the cultural text forms used by particular cultural groups. It highlights some of the rich forms of communication among Indigenous societies of the oral tradition in Canada.

188 Cultural Group Example of Cultural Meaning/Purpose Mode of Text Form Communication Blackfeet Winter counts Pictorial calendars or To be viewed, read, Appendix to Courses the English histories drawn on and presented buffalo hides, with a representation of a significant event for each year. Anishinaabe Ojibwe Water song A song sung by women, To be listened to as the water keepers,

to show respect and reverence for the spirit of water, in recognition of its sacredness and its immense importance to all of creation. Anishinaabe, Covenant Chain Belt of A wampum belt To be viewed and read Haudenosaunee, and 1764 displaying symbols other First Nations made from shells, beads, and string that records the agreement made at Niagara between the British and several First Nations. Haudenosaunee Thanksgiving address Words spoken at the To be listened to beginning of ceremonies and significant meetings to give thanks to the natural environment. Haudenosaunee Guswenta or Kaswentha A wampum belt To be viewed and read (Two Row Wampum) displaying symbols made from shells and string that records an agreement between the Haudenosaunee and the Dutch in the mid-seventeenth century. Each row represents a nation, with the belt showing the nations co-existing without interfering in each other’s affairs. Métis Beaded clothing Items of clothing To be viewed

decorated with detailed CULTURAL FORMS TEXT beadwork, often in distinctive floral designs. Colours and patterns may convey aspects of Métis history, Métis teachings, and/or family identity.

189 Cultural Group Example of Cultural Meaning/Purpose Mode of Text Form Communication Inuit/Inuvialuit Drum dance A combination of To be listened to, drumming and dance, viewed, and presented traditionally performed by men. Drum dances may be used as a peaceful way to settle disputes. Tsimshian Button blanket A robe decorated with To be viewed, read, white buttons forming and presented images of an animal that represent the clan of the individual wearing the blanket. Tsimshian Dances such as the Dances that To be presented and raven dance and the communicate important viewed killer whale dance stories about history and Appendix to the English the Courses to Appendix creation. Families and/or clans collect and protect these dances, which are passed from one generation to the next. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

190 Course Introduction

Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11

University/College Preparation (NDA3M)

OVERVIEW Learning to understand and appreciate diverse cultural perspectives, and to recognize that different cultures experience different realities, is an important aspect of becoming an engaged, thoughtful citizen in our increasingly interconnected world. This course provides students with an overview of the realities facing contemporary First Nations, Métis, and Inuit at the community, regional, and national levels, and of the global context for those experiences. Students are given opportunities to analyse diverse First Nations, Métis, and Inuit perspectives on issues and events related to land, community, governance, identity, culture, and global trends. Through their investigations, students learn to determine what needs to change and why. Their exploration of the factors shaping social action, and of Indigenous approaches to leadership and governance, help students appreciate the resiliency and persistence of First Nations, Métis, and Inuit cultures and identities in contemporary life, as well as the contribution that these cultures make to contemporary Canadian society.

STRANDS This course has five strands. Strand A, Political Inquiry and Skill Development, is followed by four content strands, which are organized thematically. The five strands are as follows:

A. Political Inquiry and Skill Development Students learn how to use the political inquiry process and the concepts of political thinking to guide their investigations of events, developments, issues, and ideas. Students constantly apply the skills and approaches included in strand A as they work to achieve the expectations in the content strands.

B. Cultural Identity and Cultural Continuity Students learn the importance of cultural revitalization as they explore the influences of colonialism, racism, stereotyping, and cultural leadership on cultural identity and cultural continuity.

191 C. Community Perspectives Students examine various political, economic, and social issues relating to the governance, administration, and development of First Nations, Métis, and Inuit communities. Through their investigations, students develop an appreciation and understanding of community aspirations and leadership approaches.

D. National and Regional Perspectives Students develop their understanding of political, constitutional, and legal issues affecting First Nations, Métis, and Inuit relations with non-Indigenous governments across Canada.

E. The Global Context Students learn to situate issues facing First Nations, Métis, and Inuit individuals and communities in Canada within the context of current global cultural, environmental, and social justice trends. They compare responses to these trends in Canada with responses in other countries, and explore strategies to raise awareness of issues of concern to Indigenous peoples around the world.

POLITICAL INQUIRY AND THE CONCEPTS OF POLITICAL THINKING 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 is a brief discussion of the political inquiry process, and the concepts of political thinking, in the context of the present course. For further information on these topics, teachers may wish to consult The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2015, p. 510.

In this course, students use the political inquiry process to investigate existing and emerg ing issues of local, regional, and national importance to First Nations, Métis, and Inuit in Canada; to gather, analyse, assess, and evaluate evidence from a wide variety of sources, including Indigenous knowledge sources; to make informed judgements and reach viable conclusions; and to communicate these judgements and conclusions effectively.

As in all courses that consider events, developments, and issues from a political perspective, it is crucial that students not simply learn various facts but that they develop the ability to think and to process content in ways that are most appropriate to the material. To that end, this course focuses on developing students’ ability to apply the following First Nations, Métis, and Inuit Studies

| concepts of political thinking: • political significance • objectives and results • stability and change • political perspective

In the context of the present course, the concept of political significance requires students to determine the impact on First Nations, Métis, and Inuit communities and individuals of political, social, and economic actions, policies, and issues. When students apply the concept of objectives and results, they determine the factors that lead to events, policies, THE ONTARIO CURRICULUM, GRADES 9–12

192 decisions, and/or plans of action relating to Indigenous peoples. The concept of stability and change requires students to analyse how and why political institutions and policies change or remain the same. Students apply this concept to help them determine when change is necessary and how they themselves can contribute to change, such as through civic action in support of truth and reconciliation. Finally, the concept of political perspective requires students to analyse the beliefs and values that motivate First Nations, Métis, and Inuit aspirations, as well as relations between Indigenous and non-Indigenous governments. Students analyse how these beliefs and values affect perspectives on, and social action in response to, issues of importance to First Nations, Métis, and Inuit communities and individuals.

It is important to note that, although students use political thinking to guide and structure the inquiry process in this course, the topics they investigate are not only political but also economic, social, and cultural. Any study of First Nations, Métis, and Inuit perspectives and realities must acknowledge the interconnected nature of the issues of greatest significance to Indigenous peoples. When Indigenous communities advocate for nation-to-nation relationships with non-Indigenous governments, for example, their goals and actions are evidently, but not exclusively, political. The assertion of the right to sovereignty/self-governance also involves the wish to have autonomy in economic decision making and to develop social institutions that reflect Indigenous beliefs and values. Similarly, when First Nations, Métis, and Inuit leaders approach global issues such as environmental protection by using strategies that reflect Indigenous knowledge, their political actions are socially and culturally motivated. COURSE INTRODUCTION: NDA3MCOURSE INTRODUCTION:

193

Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11

University/College Preparation NDA3M

This course explores existing and emerging issues of local, regional, and national importance to First Nations, Métis, and Inuit in Canada. Students will analyse diverse perspectives on issues and events related to land, community, governance, identity, culture, and global trends. Using the concepts of political thinking and the tools of political inquiry, students will explore their own and others’ ideas and investigate issues to determine what needs to change and why. Students are also given the opportunity to develop their own problem- solving strategies to address an issue of their choice.

Prerequisite: First Nations, Métis, and Inuit in Canada, Grade 10, Open, or Canadian History since World War I, Grade 10, Academic or Applied

195 196 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation A1.2 A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. knowledge sources (e.g., and secondarysources, includingIndigenous peoples inCanadafrom avarietyofprimary and/or developments relating toIndigenous and informationoncontemporary issues,events, for Canadiansingeneral?) Strategy haveforthepeopleofNunavutand Let’s GetMoving–NunavutTransportation might theimplementationofIngirrasiliqta: the treatyrightsofthosenations? What benefits plans/systems, what impactshavetherebeenon governments havedevelopedtheirowneducation 104?; causalquestions: When First Nations Supreme CourtofCanadareference[1939]SCR and contrastwiththeimpactonInuitof people oftheDanielsv. Canadacasecompare northern Ontario?HowdoestheimpactonMétis respect totheRingofFire miningdevelopmentin positions takenbyalllevelsofgovernmentwith the What arethedifferencesandsimilaritiesin nities inOntariohave?;comparativequestions: of governmentdoMétisandFirst Nationscommu living withintraditionalterritories? What forms What aresomerightsandresponsibilitiesofMétis of a citizen living inaFirst Nationcommunity? questions: What aresomerights andresponsibilities Indigenous peoplesinCanada(e.g., factual events, and/or developmentsrelating to guide investigationsintocontemporaryissues,

Political Inquiry: careers in which the knowledge and skills acquired in this course might be an asset. an be might course this in acquired knowledge skills the and which in careers some identify and perspectives, and realities Inuit Nations, and First torelated contemporary Métis, Developing Transferable Skills: Canada; in events, issues, contemporary andinvestigating peoples developments to Indigenous relating

select andorganize relevant evidence, data, formulate different typesofquestionsto Political Inquiry DEVELOPMENT POLITICAL INQUIRYPOLITICAL ANDSKILL use the political inquiry process and the concepts of political thinking when thinking of political concepts the and process inquiry political the use primary sources: apply, in a variety of contexts, skills developed through investigations apply, investigations developed through of contexts, skills avariety in

A1.3 of perspectives?” you ensure thatyoursources reflect avariety supplement theinformation?”“Howcan What othersources mightyouconsultto investigation? Where mightyoufindthem? knowledge sources mightberelevant toyour Sample questions:“WhichIndigenous their sources reflect multipleperspectives stories, textbooks, mostwebsites),ensuringthat practices; secondarysources: investigativenews stories, visions, ceremonialandothertraditional documents, surveys, oralandwrittenhistories, interviews, photographs, speeches, financial literature, documentariesandotherfilms, been omittedor misrepresented? Whatare reflected inthissource? Whose voiceshave source isthemostcredible?” “Whose voiceis what criteriamightyouuse to determinewhich present incompatibleideasabout anissue, position?” “Ifyoursources ofinformation or datadotheseauthorsusetosupporttheir Sample questions:“Whatspecificevidence exclusive authority) challenge oneanother;questioningclaimsof sources areshapedbyworldviewsthatmay the perspectivesexpressedindiverseknowledge and waysofknowing(e.g., acknowledging that while respecting Indigenousworldviews bias, values, andexpertiseofaspeakerorauthor) , intended audience, andcontextofasource;the the evidencepresented;purpose, perspective, to theirinvestigations(e.g., thereliabilityof

assess thecredibility ofsources relevant

the implications?” “What commonly accepted as a whole? What role do you think national research standards must public opinion polls media coverage of the proceedings in the adhere to? Do you think it is important for the Manitoba legislature played in the final rejection Contemporary First Nations, Métis,

reporting of public opinion to be subject to a of the Accord?” and Inuit Issues and Perspectives code of conduct and ethical benchmarks? Why, or why not?” A1.6 evaluate and synthesize their findings to formulate conclusions and make informed A1.4 interpret and analyse evidence, data, and judgements or predictions about the issues, information relevant to their investigations, events, and/or developments they are using various tools, strategies, and approaches investigating appropriate for political inquiry (e.g., use a five Sample questions: “What have you learned from Ws chart to identify gaps in the data they have your investigation of this event? Has your view gathered; use a cross-classification chart to compare changed over the course of your investigation? the points of views of different interest groups on If so, why? If not, in what specific ways did a particular issue and to determine whether all your findings support your original position?” perspectives are represented in their data; assess “When you review your research, which facts the validity and rank the importance of various and arguments do you consider most persuasive? points made in their sources; discuss, clarify, and How have they affected your conclusion?” compare positions on an issue with their peers) Sample questions: “What type of survey tool A1.7 communicate their ideas, arguments, and could help you compare different positions on conclusions using various formats and styles,

an issue?” “If you were talking to people who as appropriate for the audience and purpose were extremely passionate about an issue, what (e.g., a news article that highlights the civic questions might you ask to get them to clarify responsibilities and/or concerns of citizens living and build on their ideas?” “In the course of in First Nations, Métis, or Inuit communities; a your investigation, what approaches would presentation on the political perspectives expressed NDA3M help you take into account the ideas of people by First Nations, Métis, or Inuit community members whose voices are not always heard?” “How on an issue relating to their communities; a song to might you incorporate information from First commemorate or raise awareness about a violation Nations, Métis, and Inuit voices and/or teachings of Indigenous rights in Canada; a documentary into your investigation? What strategies might slideshow about the rise of the Idle No More you use to assess this information?” movement; a petition calling for clean, potable water on reserves; a debate about the issues to be A1.5 use the concepts of political thinking (i.e., addressed in a land claim settlement; a budget to political significance, objectives and results, forecast expenses for a community project or a new stability and change, political perspective) business venture; a work of art commenting on when analysing, evaluating evidence about, several of the roles women have in First Nations, and formulating conclusions and/or judgements Métis, or Inuit communities) regarding contemporary issues, events, and/or developments relating to Indigenous peoples A1.8 use accepted forms of documentation in Canada (e.g., apply the concept of political (e.g., footnotes or endnotes, author/date citations, significance when analysing the impact of Elijah bibliographies, reference lists) to acknowledge all Harper’s decision not to support the Meech Lake sources of information (e.g., articles, blogs, books, Accord; use the concept of objectives and results films or videos, policy documents, oral evidence, when assessing the intended and unintended impact websites) POLITICAL INQUIRY AND SKILL DEVELOPMENT of a community-planning decision; consider the concept of stability and change when analysing the A1.9 use appropriate terminology when com- election of the national Chief of the Assembly of municating the results of their investigations First Nations, the Métis National Council president, (e.g., vocabulary specific to their topics; terms or the Inuit Tapiriit Kanatami president; use the related to the concepts of political thinking; terms concept of political perspective when evaluating the associated with First Nations, Métis, and Inuit position of Métis leaders on the inclusion of Métis individuals and communities that appropriately people in section 35 of the Constitution Act, 1982) represent contemporary and/or historical contexts) Sample questions: “Why did Elijah Harper choose not to support the Meech Lake Accord? How was his decision politically significant for First Nations, Métis, and Inuit communities? How was it significant for Canadian society

197 198 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation A2.2 * Thecitizenship educationframeworkappearson page11. A2.1 Throughout this course,studentswill: A2. the worldofwork,andtheirfuture lives be transferred topostsecondaryopportunities, framework,* includingadvocacyskills,thatcan skills related tothecitizenshipeducation finding information, dataanalysis)aswell numeracy, decisionmaking, problemsolving, document use, computeruse, oralcommunication, (e.g., skillsrelatedtoreadingtexts, writing, realities canhelpthemdevelopessentialskills to contemporaryFirstNations,Métis,andInuit a debate?” affect yourresponse toothers’positionsin important todoso?”“Howyourownbiases you useoralsources ofinformation?Whyisit and demonstraterespect forothers’voicesas Sample questions:“Howmightyouacknowledge analyse keyissuesintheirresearch findings) in agroupproject;usecritical-thinkingskillsto apply workhabitssuch asteamworkandreliability use oralstories, photographs, orvideorecordings; Métis, andInuitcommunities orindividualsto a knowledgerequest;seekconsentfromFirst Nations, offering toacknowledge theircommitmenttofulfil or knowledgekeeper, andacceptasmallgiftor from anElder, MétisSenator, knowledge holder, small giftorofferingwhenseekingdeeperknowledge timetables; respectfullyapproach andpresenta news sources;accommodateandadapttoflexible and popularopinionwhenreadingorviewing with theirpeers;differentiatebetweeninformed as inclusivenessandempathy wheninteracting territory onwhich itisheld;applyattributessuch a discussionbyacknowledging theIndigenous Inuit practices, such asprotocolstoopenandclose to culturallysignificant First Nations, Métis, and demonstrate respectbyrespondingappropriately Métis, andInuitrealities andperspectives(e.g., investigations intocontemporaryFirstNations, skills, andworkhabitsdevelopedthrough

describe waysinwhichinvestigationsrelated demonstrate ineverydaycontextsattributes, Developing TransferableSkills

A2.3 A2.4 support thegoalsoftruth andreconciliation?” LGBTQ2S individuals?Howwouldaninquiry murdered Indigenouswomen,girls,and a nationalpublicinquiryonmissingand of politicalperspectivetothequestion “How mightyouusefullyapplytheconcept Peoples onIndigenouspoliciesinCanada?” Declaration ontheRightsofIndigenous of thepotentialimpactUnitedNations stability andchangeapplytoaconsideration Sample questions:“Howmighttheconceptof ation asinformedcitizens and theirrole insupportingtruth andreconcili - to enhancetheirunderstandingoftheseevents women, girls, andLGBTQ2Sindividuals)inorder public inquiryonmissingandmurderedIndigenous piece oflegislation;anelectionresult;callsfora onto traditionalterritories;anewlyintroduced protest againsttheencroachment ofanindustry and Indigenouspeoplesglobally(e.g., apolitical Nations, Métis,andInuitcommunitiesinCanada when analysingcurrent eventsrelating toFirst are useful?” in issuesrelating toIndigenouscommunities roles inwhicheducation,training,andexperience across Canada?Whatare someprivate-sector able aboutFirstNations,Métis,andInuitrealities important forelectedofficialstobeknowledge- Sample questions:“Whyisitincreasingly pathways forselectedcareers compare theeducationand/or training of aprovincialorterritorialorganization),and negotiator, policy analyst, researcher, representative non-governmental organization, lawyer, mediator, owner, politician, employee ofagovernmentalor and realities mightbeanasset(e.g., business in FirstNations,Métis,andInuitperspectives

apply theconceptsofpoliticalthinking identify variouscareers inwhichabackground

B. CULTURAL IDENTITY AND CULTURAL Contemporary First Nations, Métis, CONTINUITY and Inuit Issues and Perspectives

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Colonial Naming and Cultural Identity: demonstrate an understanding of the connections between colonial naming and cultural identity in relation to First Nations, Métis, and Inuit communities; B2. Cultural Revitalization and Cultural Continuity: demonstrate an understanding of key issues, developments, and challenges relating to First Nations, Métis, and Inuit cultural revitalization and cultural continuity; B3. Cultural Understanding and Cultural Leadership: explain how Indigenous individuals, communities, and nations in Canada self-identify and are identified by others, analysing the influences and/or consequences of racism, stereotyping, contemporary culture, and cultural leadership.

SPECIFIC EXPECTATIONS NDA3M B1. Colonial Naming and Cultural cultural connections between territory and oral Identity history have been erased in favour of place names reflecting French and English geography By the end of this course, students will: and people) B1.1 describe the cultural and linguistic classifica- Sample questions: “How are family lineages tions used in Western anthropology to identify preserved over time? How might colonial naming First Nations, Métis, and Inuit communities and practices cause knowledge of the lineages of groups (e.g., cultural: Arctic, Northwest Coast, First Nations, Métis, and Inuit families to develop Plains, Plateau, Subarctic, Eastern Woodlands; gaps or disappear?” “How do Inuit kinship linguistic: Algonquian, Inuktitut, Athapaskan, systems and naming customs help preserve Iroquoian), and explain some consequences cultural identity? What has colonial naming of this approach to cultural identity substituted for these customs?” “Why might you have to use the search term ‘First Nation’ Sample questions: “What criteria have been when looking for information about the used by Western anthropologists to distinguish Haudenosaunee people? How might this among diverse Indigenous cultures in Canada?” lead to inaccuracies in your understanding of “In what ways did the Western anthropological Haudenosaunee culture?” “What is the function CULTURAL AND CULTURAL IDENTITY CONTINUITY view accepted by European colonial settler of place names in Anishinaabe oral tradition?” communities reflect a political perspective? How has this view affected First Nations, B1.3 identify a variety of legal and administrative Métis, and Inuit languages and cultures? How classifications of Indigenous peoples used in does it continue to do so?” “How have Western Canadian legislation and government records anthropological interpretations of Indigenous (e.g., the Gradual Civilization Act, 1857; the groupings changed over time? What are some Constitution Act, 1982; the Indian Act, 1985; Bill political consequences?” C-31, Bill C-3, and other amendments to the Indian Act that address gender equality rights; the B1.2 explain various ways in which colonial Indian Register; Aboriginal population reports in naming has affected and continues to affect 1801 and 2012 census data; Project Surname and First Nations, Métis, and Inuit cultural identities the disc number system for Inuit), and analyse (e.g., the historical assignment of colonial family the continued impact of these classifications names in preference to cultural naming practices on individual and collective First Nations, Métis, impeded the transmission of family lineages and and Inuit cultural identities (e.g., with reference kinship systems; colonial names fail to acknowledge to social, cultural, and political assimilation; cultural diversity within regions; Indigenous “status” and “non-status” designations; legislated 199 200 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation B1.4 B2.1 By theendofthiscourse,students will: B2. Métis, andInuitcommunities?” for membership/citizenship inFirstNations, policies andfamily/community traditionshave coexistence oflegislatedidentification the identity?” “What consequencesdoyouthink have theimplicationsbeenforInuitcultural Surname andthediscnumbersystem?What political perspectivesreflected inProject “What inferences canyoumakeaboutthe and great-grandchildren ofaffected women?” of theseamendmentsforthegrandchildren cultural identities?Whatisthesignificance Indian Act hadonFirstNationsandMétis address gender-based discriminationinthe Bill C-3,andotheramendmentsintendedto Sample questions:“WhatimpacthaveBillC-31, cultural andfamilial identities) Powley test;theabilityofwomentosustaintheir “non-rights-bearing” Métiscommunities;the rules forbandmembership; “rights-bearing” and Indigenous knowledgesources topromote Métis, andInuitcommunities are utilizing re-establishing family identitythroughlegal to colonialnaming(e.g., withreferenceto and strengthen culturalidentityinresponse Inuit individualsandcommunitiestoreaffirm various efforts byFirstNations,Métis,and in Canada?” reinstituted intraditionalMétisterritories can yougiveofhistoricalplacenamesbeing and Inuit cultural identities?”“Whatexamples names helptoreaffirm FirstNations,Métis, “How doplaquesexplaininghistoricalplace achieves itsintendedresult? Why, orwhynot?” Do youthinkthepolicyofrestoring placenames Indigenous andnon-Indigenouscityresidents? to citystreets, orrenaming thestreets, haveon impact doesrestoring Anishinaabe placenames have inredressing colonialnaming?”“What role canIndigenouslanguagerevitalization change abolished?Whathasitrestored?” “What Sarnia 45IndianReserve.Whathasthename Nations communityusedtobeknownasthe Sample questions:“The Aamjiwnaang First abolishing colonialnamesfortraditionalterritories) kinship ties, reinforcingculturalidentityby research onfamily clanstorediscovertraditional restoration oforiginalfamily names, conducting

analyse thekeyobjectivesandresults of describe various ways in which First Nations, describe variouswaysinwhich FirstNations, Continuity andCultural Cultural Revitalization

B2.2 continuity?” on Indigenousknowledgetosupportcultural social change?Howdotheirartworksdraw Indigenous womenartistsactingasagentsof “What are some examplesofcontemporary information, tellstories,orshare beliefs?” communities usepetroglyph motifstoconvey Sample questions:“HowdoFirstNations historians) artisans, languageandculturaladvisers, helpers, knowledgekeepers, orators, archivists, healers andtheirapprentices, Eldersandtheir planning documents, genealogicalinformation, band orcommunitycouncilminutes, community- and stories, music, dance, letters, journals, diaries, belts, communityoralhistories, family knowledge (e.g., withreferencetopetroglyphs, scrolls, wampum cultural revitalization and/or culturalcontinuity knowledge viacontemporary technologies?” traditional teachingsandsacred sharing when Whose permissionneedsto beconsidered identity andtraditionalknowledge practices? cultural How mighttechnologyuse influence communities experiencedinrecent years? rural and/or remote FirstNationsandInuit have in accesstocontemporarytechnologies it aculturalissue?”“Whatbarrierstooradvances social trends? Howisitapolitical issue? How is rights? Howisthisissueconnectedtocurrent investigation ofIndigenoushuntingandfishing the conceptofstabilityandchangetoyour these initiativeshad?”“Howmightyouapply cultural understanding?Whatresults have Inuit communitiesusedtelevisiontopromote What evidencecanyouoffer?” “Howhave to culturaltraditionsandchange? influenced youthintheFarNorthwith respect types oftelevisionprogramming havemost Sample questions:“Inyouropinion,which knowledge programs) with accesstoanduseoffundingforcultural traditions; prioritiesanddirectivesassociated the levelofindividualparticipationincultural access togatheringspacesforceremonialpurposes; traditions withincommunitiesandacrossCanada; transportation; thecoexistenceofdifferentbelief as activitiesassociatedwithfood, clothing, and on traditionalapproaches tolivelihood, such digital onlinetools;theimpactofnewtechnologies contemporary society;theuseofsocialmediaand and/or non-Indigenousculturalproductsin with referencetotheprevalenceofnon-traditional to sustainculturalbeliefsandtraditions(e.g., of FirstNations,Métis,andInuitcommunities social andtechnologicaltrends ontheability

analyse the influence of various contemporary analyse theinfluenceofvariouscontemporary

B2.3 make inferences about the role of education in for ceremonial and social purposes? Why is this cultural continuity by analysing some challenges significant?” “How has the Métis Nation of and initiatives/developments related to First Ontario used canoe expeditions to reinvigorate Contemporary First Nations, Métis,

Nations, Métis, and Inuit educational autonomy a traditional way of life?” “How are Inuit and Inuit Issues and Perspectives and language revitalization (e.g., challenges: asserting their cultural identity in urban interruption of the transmission of knowledge areas in Ontario?” between generations; the absence of proficient speakers; lack of recognition of Michif as a B2.5 analyse the role of contemporary public language; insufficient understanding of the link institutions in supporting First Nations, Métis, between language and culture; inadequate funding and Inuit cultural revitalization and/or cultural for community-based education; the imposition continuity (e.g., museums can facilitate the of mandated educational requirements that do not repatriation of sacred objects and assist in protecting reflect Indigenous cultural values;initiatives/ and storing cultural objects; cultural and heritage developments: local language nests; language centres support public awareness of shared history; immersion camps; the use of social media and schools, universities, and other educational institu- other technology to deliver online language tions are engaged in re-examining the accuracy of courses; assertions of control over community- historical accounts; conservation authorities can based education, such as the rejection of Bill C-33; build partnerships with First Nations, Métis, the support for Inuit language and culture outlined and Inuit organizations and communities through in the Nunavut Education Act, 2008; the creation involvement in planning processes; financial insti- of the Kativik School Board; the development of tutions such as the Business Development Bank the Nunavut Sivuniksavut college program; the of Canada provide services tailored to the needs of transfer of responsibility for the Yukon Native Indigenous cultural entrepreneurs; economic Language Centre from the Yukon government to development associations such as the Kakivak the Council of Yukon First Nations) Association support cultural continuity by strengthening community economies through Sample questions: “How have some First Nations NDA3M business, employment, and training services) communities reacted to the proposed First Nations Control of First Nations Education Sample questions: “What examples can you Act? Why?” “What are language nests? How find of contemporary museum programs that does this method of language education reflect incorporate First Nations, Métis, and Inuit Indigenous values and aspirations?” perspectives? How does such programming support cultural revitalization?” “In your B2.4 analyse the role of cultural observances/ research, what types of business services and festivals and traditional knowledge practices sources of financing did you find that are in promoting First Nations, Métis, and Inuit tailored to First Nations, Métis, and Inuit cultural revitalization and/or cultural continuity entrepreneurs and innovators? How do these (e.g., Harvest Gatherings support and strengthen support cultural revitalization?” “In what the connections between people and the land; specific ways might exhibiting work by National Inuit Day raises awareness of Inuit Indigenous artists in community centres and culture and history and fosters cultural pride; libraries promote cultural continuity?” “In sweat lodge ceremonies provide traditional spiritual what ways can museums support the work healing; a powwow connects families through of re-identifying cultural items that were song, dance, and cultural activities; Back to previously identified as uniquely First Nations? Batoche Days, Louis Riel Day, and Powley Day What has contributed to this trend in Canada? CULTURAL AND CULTURAL IDENTITY CONTINUITY instil cultural knowledge and community pride; Why is it politically significant?” a Métis Rendezvous builds a sense of community and promotes shared values) B3. Cultural Understanding and Sample questions: “In what ways does a Cultural Leadership Métis Rendezvous impart important cultural understanding to those attending? Why does By the end of this course, students will: it continue to be a significant celebration for Métis people in the twenty-first century?” B3.1 describe various ways in which First Nations, “In what ways does National Indigenous Métis, and Inuit individuals in Canada self- Peoples Day or National Inuit Day reflect values identify and/or are identified by others (e.g., that are important for cultural revitalization First Nation “status” or “non-status”, residency on and continuity?” “What effect do regulations or off reserve, cultural affiliation, ancestry, blood on hunting, fishing, and land use have on the quantum, nationhood, citizenship, lived experience, ability of First Nations, Métis, and Inuit com- organizational representation, urban versus rural munities to produce and trade goods required

201 202 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation B3.2 to aspecificcommunity?” historical and/or contemporaryconnections which Indigenousindividualsdefinetheir or different ways?”“Whatare somewaysin Nunangat express culturalidentityinsimilar outside InuitNunangatandthoselivingin politically significant?”“HowmightInuitliving person choosenottodoso?Whyisthischoice First Nation,Métis,orInuit?Whymightthe an Indigenouspersonchoosetoself-identifyas tering ataneducationalinstitution,whymight to identifyasaCanadiancitizen?”“Whenregis- “Why mightanIndigenouspersonchoosenot cultural identityinsimilarordifferent ways?” Nations communitieslivingonreserve express living inurbancentres andmembersofFirst criteria?” “HowmightIndigenousindividuals identify culturally. Whatare someofthese Inuit individualsusevariouscriteriatoself- Sample questions:“FirstNations,Métis,and significance oftheseformsidentification Great LakesMétis),andexplainthepolitical residence, Western/Red RiverMétisversusOntario/ affect Métisindividuals?” you thinkthathistoricalposition continuesto Métis intheprovince have?Inwhatways do refusal oftheOntariogovernment torecognize health?” “Whateffect onMétisculture didthe services actasasocialdeterminantofInuit “How doestheabilitytoaccesshealthcare barriers? Howmightthebarriersberemoved?” What canemployersdotobetteridentifythese Nations, Métis,andInuitindividualsencounter? to employmentdosomeurbanandrural First First Nationscommunities?”“Whatbarriers How dothecurrent provisions ofthe Act affect men whomarriednon-FirstNationswomen? How diditaffect thestatusofFirstNations women whomarriednon-FirstNationsmen? the Indian Act affect thestatusofFirstNations Sample questions:“Howdidsection12(1)(b)of discrimination affectingIndigenouswomen) tion; incarcerationrates;politicalinattentionto such asappropriatemedicaltreatmentandeduca- barriers toemploymentand/orsocialservices sports teamnamesandinsignia;racialprofiling; stereotypical depictionsofIndigenouspeoplesin against two-spiritedIndigenousindividuals; conclusions (e.g., intoleranceofandprejudice and/or economicevidencetosupporttheir communities, drawingonpolitical,social, First Nations,Métis,andInuitindividuals typing haveaffected andcontinuetoaffect various formsofracismandculturalstereo

make inferences aboutthewaysinwhich

B3.3 B3.4 and clothing?” in fashioninfluencedviewsaboutInuitculture have Eurocentric opinionsaboutfursandskins literature, media,andpopularculture?” “How tions affected itsvisibilitywithincontemporary Métis culture wasinrelative hidingforgenera- and Inuitidentities?”“Howhasthefactthat fashion reflects ordistortsFirstNations,Métis, cultures?” “Whatare somewaysinwhich understanding ofIndigenousidentitiesand influence oftelevisiononcontemporary findings, howwouldyoucharacterizethe depictions didyouidentify?Basedonyour Inuit role models didyoufind?Whatnegative what positiveFirstNations,Métis,and/or survey ofcurrent televisionprogramming, elements supportyouranalysis?”“In film-maker? Whatlinesofdialogueorplot you describethepoliticalperspectiveof you justsawaccurateandrelevant? Howwould Nations, Métis,orInuitindividualsinthemovie Sample questions:“Was thedepictionofFirst non-fiction texts) ming, newsbroadcasts, fashion trends, fictionand to moviesanddocumentaries, televisionprogram- and/or are identifiedbyothers(e.g., withreference individuals andcommunitiesself-identify contemporary FirstNations,Métis,andInuit media, andpopularculture influencehow within thefashionindustry?” awareness oftheneedforcultural protection and history?”“HowhasChristi Belcourtraised life workraisedawareness ofMétisculture film-maker, andElder. HowhasCampbell’s Campbell isanauthor, playwright,broadcaster, and whatresults hassheachieved?”“Maria influential socialactivist.Whatare herobjectives, work demonstrate?”“CindyBlackstockisan culture? Whatpoliticalperspectivedoeshis How didheraiseCanadianawareness ofInuit Sample questions:“WhowasLypa Pitsiulak? cultures andsociety on non-IndigenousunderstandingofIndigenous Sinclair, Jake Swamp), andassesstheirinfluence O’Chiese, Lypa Pitsiulak, JimSinclair, Murray Zacharias Kunuk, AletheaArnaquq-Baril, Peter Roberta Jamieson, RitaJoe, AlanisObomsawin, Olive Dickason, ChristiBelcourt, EllenGabriel, Harry Daniels, Tony Belcourt, MariaCampbell, Curley, GermaineArnaktauyok, AlanCorbiere, and/or authors(e.g., CindyBlackstock, Tagak and Inuitleaders,artists,Elders,historians,

analyse variouswaysinwhichliterature, identify some significant First Nations, Métis, identify somesignificantFirstNations,Métis, C. COMMUNITY PERSPECTIVES Contemporary First Nations, Métis, and Inuit Issues and Perspectives

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Community Governance, Planning, and Administration: demonstrate an understanding of various contemporary political, economic, and social issues and/or developments relating to First Nations, Métis, and Inuit community governance, planning, and administration, including issues related to land settlement; C2. Community Aspirations, Development, and Leadership: demonstrate an understanding of key issues associated with contemporary First Nations, Métis, and Inuit community aspirations, development, and leadership.

SPECIFIC EXPECTATIONS

C1. Community Governance, Planning, C1.2 identify and explain the significance of and Administration various contemporary economic issues and/or developments relating to First Nations, Métis, NDA3M By the end of this course, students will: and Inuit community-planning initiatives (e.g., the exercise of traditional hunting and gathering C1.1 identify and explain the significance of rights; the continuing implications of the Jay Treaty various contemporary political issues and/or for the movement of resources across borders; developments relating to First Nations, Métis, community taxation structures; participation and Inuit community governance and adminis- in the First Nations Land Management Regime; tration (e.g., the reintroduction of traditional investment in public health and social services and governance systems; autonomy in civic decision in infrastructure such as recreational and cultural making; the administration of government services facilities; economic diversification and support for and supports under the Indian Act; consultations small businesses; the development of economic to ensure community input into Aboriginal title strategies such as the 2008 Anishinabek Economy: and treaty rights discussions; the advancement Our Economic Blueprint) of land claims within the federal specific and comprehensive land claim policy; the consultation Sample questions: “What economic opportunities process leading to the Bathurst Mandate) in First Nations communities in Ontario have resulted from political decisions? What effect Sample questions: “Why did hereditary chiefs have they had on community planning?” in the Six Nations oppose 1924 Indian Act “What strategic alliances are Inuit development legislation that imposed a governance structure corporations forming, and with what goals?” of elected chiefs and councils? Why do many “How might workforce cultural proficiency First Nations leaders believe that the system of training improve economic outcomes for First an elected chief and council does not meet the Nations, Métis, and Inuit youth entering the needs of their communities?” “How important labour market?” “What aspects of economic is community vision to the implementation of development have First Nations, Métis, and self-governance for Inuit communities? What Inuit communities identified as incompatible evidence can you offer to support your opinion?” with traditional hunting and fishing practices? PERSPECTIVES COMMUNITY “How does the Métis Nation of Ontario Why is this significant? How have these Secretariat Act accommodate Métis decision objections been presented? What consequences making? What makes the governance structure can you identify?” of the Métis Nation of Ontario distinct?” “How did the land claims agreement with Inuit of C1.3 identify and explain the significance of the Northwest Territories in 1993 lead to the various contemporary social issues, perspec- creation of Nunavut?” tives, and/or developments related to education and training in connection with First Nations,

203 204 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation C1.4 Reach: MétisStudentSolidarityNetwork?” “What are thepurposeandmethodsofInfinite and are seekingformaltrainingopportunities?” students whoalready havevariouslifeskills the needsofFirstNations,Métis,andInuit “How couldpriorlearningassessmentssupport in provincial educationsystemsinCanada?” and non-Indigenousstudentsbeingaddressed is theachievementgapbetweenIndigenous urban Indigenousgroups“How identified?” barriers toimproved graduationrateshave First Nations,Métis,andInuitstudents?”“What issues related totheeducationalattainmentof Indigenous educationauthoritiesperceive and differences inhowIndigenousandnon- Sample questions:“Whatare some similarities education) from aruraltoanurbancommunityaccess the potentialforcultureshock whenrelocating Eurocentric andIndigenousapproaches toeducation; ment and biodiversity;thedichotomy between approaches inteaching aboutprotectingtheenviron- achievement; theshifttowards includingtraditional community healthandwell-beingeducational ness oftherelationshipbetweenindividual/ funding foron-reserveschools; increasingaware- Nations, Métis, andInuitpostsecondarystudents; system; socialprogrammingandservicesforFirst generational legacy oftheresidentialschool Métis, andInuitcommunities(e.g., themulti- settlement negotiations?” legislation continuetochallenge Métisland affect Métisterritorialrights? Howdoesthe evaluated?” “HowdidtheManitoba Act, 1870, on FirstNationscommunities? Howiscapacity does theconceptof‘capacitytomanage’impose process? Why, orwhynot?”“Whatburden interpreted asthecontinuationofacolonial negotiations? Doyouthinkdevolutioncanbe mean inrelation toFirstNationslandsettlement Sample questions:“Whatdoes‘devolution’ community accountabilityandfiscaltransparency) cratic burdenofmeetingobligationswithrespectto the needforspecificsectorknowledge;bureau- within theFirst NationsLandManagementAct; requirement for “capacity tomanage” expressed Act governingthesurrenderofreservelands; settlement process;stipulationswithintheIndian special claims;litigationcosts;thelengthof in federalpolicy governingthenegotiationof consultation; provisionsandlimitationsspecified at thelocal/regional level(e.g., obstaclesto First Nations,Métis,andInuitcommunities the challengestheypresent tocontemporary negotiations andimplementationintermsof

analyse variousaspectsoflandsettlement

C1.5 C2.1 By theendofthiscourse,studentswill: C2. in Canada?” Land ClaimmeanforotherMétislandclaims the successofManitobaMétisFederation and economicconsequences?”“Whatdoes Nations communities?Whatare somesocial from landclaimsettlementsdistributedinFirst political implications?”“Howare proceeds landmark? Whatare someoftheeconomicand Calder v. BritishColumbia,1973,considered a “Why wastheSupreme Courtdecisionin has thedisputeaffected localcommunities?” the GrandRiverdisputeatCaledonia?How Proclamation of1784andtheSixNations is theconnectionbetweenHaldimand What hasbeentheresult ofthatclaim?”“What from unauthorizedhighwayconstruction? lands didtheOjibwaysofOnigamingforesee Sample questions: “What impact on their reserve possibility ofterritorialexpansionreserves) through memberdistributionpayments, the dispute settlement, theinfluxofdisposableincome initiatives, thesurrenderoflandconsequenton of financialresourcesforsocialprogramsand demonstrations byopposinggroups, theprovision (e.g., withreferencetooccupationofdisputedland, temporary FirstNationsandMétiscommunities social, economic,andpoliticalimpactoncon- related tosignificanttreaties intermsoftheir 2016?” “What role cantraditional FirstNations, tion outsideofInuitNunangat from 2006 to the 61.9percentincrease inthe Inuitpopula- ful?” “Whathavebeensome oftheeffects of factors makethesetypesofpartnership success and non-Indigenous-owned businesses?What encouraged partnershipsbetweenIndigenous- sectors?” “Whyandhowhavegovernments entrepreneurs in emerging alternative energy for increasing thepresence ofIndigenous of Canadiansociety?”“Whatisthemotivation community prosperity andtotheprosperity attainment wouldcontributesignificantlyto believe thatimproving Indigenouseducational Sample questions:“Whydosomeeconomists urban migration) cultural awareness, populationgrowthandrural-to- and development, education, careers, health, justice, and infrastructureonreserves, communityplanning Inuit communities(e.g., withreferencetohousing and issuesrelated toFirstNations,Métis,and various contemporarysocio-demographictrends

analyse various land disputes and settlements analyse variouslanddisputesandsettlements analyse theimpactonCanadiansocietyof Development, andLeadership Community Aspirations,

- Métis, and/or Inuit wellness practices have in C2.4 design a proposal for a school or community health and wellness services offered in both initiative addressing a specific issue for the Indigenous and non-Indigenous settings?” mutual benefit of First Nations, Métis, and/or Contemporary First Nations, Métis,

Inuit and other members of the school or com- and Inuit Issues and Perspectives C2.2 identify a variety of training opportunities, munity (e.g., to include Indigenous ecological career choices, and economic activities that knowledge in a school gardening project; to support First Nations, Métis, and Inuit com- encourage the participation of diverse cultures in munity development, and explain their benefits community events; to secure funding to increase (e.g., initiatives such as the Nasittuq Corporation school or community library resources related to trainee program and the Aboriginal Skills and First Nations, Métis, and Inuit cultures; to address Employment Training Strategy provide community inequities and/or discrimination faced by members with specific skills that enable the local Indigenous youth in secondary schools) workforce to fulfil a range of community functions; the Métis Voyageur Development Fund supports Métis businesses in the resource sector; careers in teaching, engineering, and computer programming address gaps in the ability of First Nations, Métis, and Inuit communities to organize their own education and economic development; activities such as ecotourism, green energy development, and the creation of small businesses provide communities with viable local economies)

C2.3 suggest a variety of ways in which effective leadership can contribute to the realization of First Nations, Métis, and Inuit community NDA3M aspirations, drawing on evidence from communities in different regions of Canada (e.g., with reference to language revitalization, cultural revitalization and/or cultural continuity, educational attainment, healthy lifestyles, community prosperity) Sample questions: “What are some important characteristics of effective leadership in the context of First Nations, Métis, and Inuit communities?” “In what specific ways can leaders help their communities focus on priorities, make the best use of funding, and achieve the stated goals of the community?” “What role and responsibilities do Indigenous leaders have in protecting community revenues and assets? How does this role support community goals?” “How does Canadian society benefit from supporting First Nations, Métis, and Inuit community leadership initiatives?” COMMUNITY PERSPECTIVES COMMUNITY

205 206 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation D2. D3. D1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. to affect Métiscommunities?” “How dotheRobinsonTreaties of 1850continue have theseaffected FirstNations communities?” policies havebeenmadeas a result, andhow to contemporaryfederalandprovincial fisheries prosecuted inNovaScotia1997?Whatchanges were violatedwhenFirstNationsfisherswere Sample questions:“WhatMi’kmaqtreaty rights Final Agreement) Treaties; Western ArcticClaim– The Inuvialuit “Half-Breed” Adhesionto Treaty 3;theNumbered Treaty andRobinson-Huron Treaty of1850;the 1814; Selkirk Treaty, 1817;theRobinson-Superior Niagara, 1764;Jay Treaty, 1794; Treaty ofGhent, and Twenty-Four NationsBelt, 1764; Treaty of 1761; theGchi-Miigsaabiigan orGreat Wampum Chain, c. 1613;theMi’kmaq Treaties of1760and communities (e.g., withreferencetotheCovenant their implementationcontinuestoaffect those different regions ofCanada,andexplainhow First Nations,Métis,andInuitcommunitiesin treaties andotherlegalagreements relating to

territorial governments; governments; territorial and federal,with provincial, Inuitandrelations for Nations,First Métis, significance their explaining Canada, in individuals governments, and communities, to Indigenous relating issues legal other and of key constitutional understanding an demonstrate Constitution: the and Rights Legal Indigenous First Nations, Métis, and Inuit communities across Canada. Canada. across communities Inuit Nations, and First Métis, affecting issues environmental and social, political, to address groups by policy-making leaders and Leadership: Regional and National Canada; across communities and individuals non-Indigenous with and governments territorial and federal, provincial, with relations Inuit Nations, and First Métis, affect that processes Making: Policy and Policies

describe thehistoricalcontextofsomekey Constitution Indigenous LegalRights andthe PERSPECTIVES NATIONAL ANDREGIONAL demonstrate an understanding of key policies and policy-making policy-making and of key policies understanding an demonstrate analyse various strategies and initiatives being implemented being initiatives and strategies various analyse D1.2 D1.3 tion? Howare thesedifferences related tothe between Aboriginal title,landuse,andoccupa- Sample questions:“Whatare thedifferences use ofland) based onhistoricaloccupation andcontinued recognized Aboriginaltitleasaninherentright Aboriginal title;Guerinv. TheQueen, 1984, Aboriginal titleandestablishedatestforproving Columbia, 1997, setouthowthecourtsdealwith modern treaties;Delgamuukwv. British comprehensive landclaims, alsoknownas federal government’s willingnesstonegotiate Calder v. BritishColumbia, 1973, ledtothe Crown andcouldthereforebeextinguished; claimed thatAboriginaltitlewas grantedbythe Milling andLumberCo.v. TheQueen, 1888, and territorialgovernments(e.g., St.Catherine’s Indigenous governmentsandfederal,provincial, Aboriginal titlehaveaffected relations between be soldorcededonlytotheCrown, nottosettlers) “Indians”; thestipulationthatAboriginallandcan reference toprovisionsfor “reserved lands” for ments andtheCanadianstate(e.g., with between contemporaryFirstNationsgovern- define andgovernnation-to-nation relations Proclamation of1763intermshowthey

explain howkeycourtrulings regarding analyse theprovisions oftheRoyal

political concept of stability and change?” in relation to Inuit land claims? How does an “Why is the Calder case significant for First Inuk obtain beneficiary status?” “What is the Nations with respect to Aboriginal title?” purpose of Métis community consultation Contemporary First Nations, Métis,

protocols? How are the protocols used to and Inuit Issues and Perspectives D1.4 explain how key court rulings regarding govern negotiations with federal and Aboriginal rights have affected relations provincial governments?” between First Nations, Métis, and Inuit individuals and the Canadian state (e.g., Daniels v. Canada, 2016, defined Métis and non-status D2. Policies and Policy Making individuals as “Indians” within the Canadian By the end of this course, students will: constitution, making it necessary to consult them collectively on issues affecting their Aboriginal D2.1 assess the consequences of some key Canadian rights and interests; R. v. Powley, 2003, affirmed government policies for First Nations, Métis, that Métis individuals have an Aboriginal right and Inuit relations with the Canadian state (e.g., to hunt for food, as recognized under section 35 of with reference to the “Sixties Scoop” federal policy the Constitution Act, 1982; R. v. Sparrow, 1990, of removing Indigenous children from their families interpreted the application of “existing” Aboriginal to be fostered by or adopted into non-Indigenous rights under section 35 of the Constitution Act, 1982; families; the White Paper, 1969; policies recom- R. v. Marshall (No. 1 and No. 2), 1999, involved mended by the Royal Commission on Aboriginal decisions by the Supreme Court of Canada regarding Peoples, 1996; procurement policies embedded in a treaty right to fish;R. v. Gladue, 1999, advises the Nunavut Land Claims Agreement Act, 1993; lower courts to consider an Indigenous offender’s

land use and planning policies stemming from the background in making sentencing decisions) Nisga’a Final Agreement Act, 2000: Implementation Sample questions: “How is the Daniels case Plan; proposals outlined in Bill C-45, the Jobs, regarding the scope of federal powers and the Growth, and Long-term Prosperity Act, 2012) inclusion of Métis people as ‘Indians’ under Sample questions: “What were some individual NDA3M section 91(24) of the constitution significant for and collective responses to the 1969 federal provincial governments? How is it significant White Paper calling for the assimilation of First for Métis?” “How has the Powley case affected Nations across Canada? How did First Nations the hunting rights of Métis people nationally?” groups promote their rejection of the recom- “What did the Marshall case indicate about mendations? What were some consequences?” fishing rights for Mi’kmaq people? What are “Why did Indigenous groups and individuals the implications of the initial and subsequent object to the passage of the omnibus Bill C-45 court decisions for Indigenous individuals across in 2012? In your opinion, how did this federal the country and for national and provincial policy affect First Nations, Métis, and Inuit governments?” relations with the Canadian state?”

D1.5 analyse how contemporary Indigenous D2.2 analyse the representation of First Nations, governments define and assert sovereignty/ Métis, and Inuit communities in contemporary self-governance within territories and in Canadian policy-making institutions and pro- relation to the Canadian constitution (e.g., with cesses in terms of how Indigenous participation reference to citizenship cards; band membership influences policy approaches and results (e.g., codes; policing systems; demands for constitutional with reference to the appointment of First Nations, amendments; the assertion of the inherent right to Métis, and Inuit members of the Senate; the self-determination as defined in the United Nations composition of federal and provincial parliaments Declaration on the Rights of Indigenous Peoples; and assemblies; the practices and procedures of the the Métis Nation of Ontario Statement of Prime Canadian Human Rights Tribunal on First Nations PERSPECTIVES REGIONAL AND NATIONAL Purpose; the emergence of organizations repre- Child Welfare; First Nations, Métis, and Inuit senting Métis, non-status, and urban Indigenous participation in land management and resource individuals and/or communities) development across Canada) Sample questions: “Why is it important to the Sample questions: “What political perspectives Haudenosaunee Nation to develop an identifica- can you identify among participants at the 2005 tion or citizenship card? What does this action First Ministers’ Meeting on Aboriginal Issues indicate to Canada about Haudenosaunee and the 2004–05 Canadian–Aboriginal Peoples sovereignty? What are the consequences of Roundtable? What were the objectives of the national citizenship cards for First Nations Roundtable, and what did it achieve?” “What themselves, for Canada, and for other coun- issues need to be considered when municipalities tries?” “What does ‘beneficiary status’ mean develop policies in partnership with urban

207 208 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation D2.3 D3.1 By theendofthiscourse,studentswill: D3. and communities?” Métis, andInuitindividuals Nations, First relationships betweennon-Indigenousand policies servetoremove barriersandimprove What examplescanyougive?”“Hownew improved socialpoliciesforMétispeople? provincial governmentsandtheMétisNation have tripartiteagreements betweenfederaland use Indigenousapproaches towellness?”“How availability anddeliveryofhealthservicesthat might changestonationalpolicyimprove the health policysupportthesepractices?How health services?HowdoesnationalCanadian and Inuithealthwellnesspracticesinto about theincorporationofFirstNations,Métis, public healthcentres inyourcommunityreveal your opinions?”“Whatdidsurveyof experience? Howhavesuchpoliciesinfluenced What examplescanyougivefrom yourown Indigenous andnon-Indigenousindividuals? educational policytoimprove relations between Canadian ministriesofeducationare using social policy?”“Whatare somewaysinwhich Canada? HowhastheCommissioninfluenced the Truth andReconciliationCommissionof Sample questions:“Whatwasthemandateof treaty history, treatyrights, andAboriginaltitle) reassessment ofhistoricalinjustices;educationabout and voice;thepromotionofmutualrespect; in Canada(e.g., withreferencetosocialinclusion non-Indigenous individualsandcommunities improve relations betweenIndigenousand national/regional socialpoliciesdesignedto the consequencesofavarietycontemporary or anearbymunicipalityaddressed theseissues?” Indigenous organizations? Howhasyourown In youropinion, dotheseorganizations assist political organizations inCanada accountable? “To whomare Indigenousnationalandregional government isresponsive totheirconcerns?” Métis NationofOntarioensure thattheir Sample questions:“Howdocitizensofthe governance structures Labrador), andexplaintheirpolicies Assembly oftheFirst NationsofQuebecand Manitoba Chiefs, MétisNation–Saskatchewan, of Ontario, MétisNationofOntario, Assembly of Tapiriit Kanatami, Métis NationalCouncil, Chiefs in Canada(e.g., AssemblyofFirst Nations, Inuit Inuit national/regional politicalorganizations

describe theimplementationandassess identify somekeyFirstNations,Métis,and National andRegional Leadership

D3.2 D3.3 system. Whatisthepolitical significanceof endured bychildren intheresidential school First Nationspeoplesforthe abusiveexperiences and somereligious leadershave apologizedto Sample questions:“ThegovernmentofCanada of Inuitwomen) social, cultural, political, andeconomic betterment efforts ofthePauktuutit organizationtosupportthe practices involvingIndigenouschildren; the Cindy Blackstock’s effortstoaddressdiscriminatory of missingandmurderedIndigenouswomen; Women’s Association ofCanadatoraiseawareness for Indigenouspeoples;theworkofNative education, employment, andlivingconditions the KelownaAccordagreementstoimprove you provide?” government policies?Whatevidencecan primarily toresist ortosupportfederal First Nations,Métis,andInuitcommunities Commission?” the workofCanadianHumanRights National Aboriginal Initiativeinfluenced has CassondraCampbell’sleadershipofthe What specificexamplescanyougive?”“How to raiseawareness ofFirstNationsaspirations? First NationsnationalChiefutilizetheposition Sample questions:“Howmightthe Assembly of of concerntoIndigenouswomen) Canada summittopromoteawareness ofissues organized thefirstNative Women’s Associationof dardized Inuktitutwritingsystem;BeverleyJacobs languages byleadingeffortstoestablishastan- asserted thecontinuedimportanceofIndigenous drive forconstitutionalrecognition;Jose Kusugak as adistinctIndigenousgroupbyspearheading advanced theacknowledgement ofMétispeople harm donebytheCatholicChurch; ClémentChartier Pope BenedictXVItoobtainanapologyforthe schools bygivingpersonaltestimonyandmeeting issue ofphysical andsexualabuseatresidential awareness ofitsflaws;PhilFontainepublicizedthe a voteontheMeech LakeAccordraisedpublic Canada (e.g., ElijahHarper’s filibustertoprevent public awareness ofIndigenousrealities in Nations, Métis,andInuitleaderstoinfluence strategies thatdemonstratetheabilityofFirst policy paper Indian women;theNationalBrotherhood’s of Women regardingdiscriminationagainststatus submission totheRoyal CommissionontheStatus law (e.g., withreferencetoMary Two-Axe Earley’s terms oftheirinfluenceonpublicpolicyand First Nations,Métis,andInuitcommunitiesin address national/regional socialissuesaffecting

identify anddescribevariouseventsand/or assess variousstrategiesandinitiativesto Indian Control of IndianEducation

; such apologies? In your opinion, have formal apologies contributed to social and/or educational reforms for Indigenous and Contemporary First Nations, Métis,

non-Indigenous peoples in Canada? What and Inuit Issues and Perspectives evidence can you provide to support your opinion?” “Why is it important for both Indigenous and non-Indigenous individuals and organizations to continue to raise awareness of social injustices against First Nations, Métis, and Inuit individuals and communities?”

D3.4 assess various strategies and initiatives to address national/regional environmental issues affecting First Nations, Métis, and Inuit communities in terms of their influence on public policy and law (e.g., with reference to the grievance put before the United Nations Human Rights Council by the Comprehensive Land Claims Coalition; the organization of Idle No More in response to the Navigable Waters Protection Act embedded in the omnibus Bill C-45 of 2012; a Federal Court of Appeal challenge launched by the Coastal First Nations against the Enbridge Northern Gateway Pipelines project; written support from the David Suzuki Foundation for Inuit opposition NDA3M to underwater seismic testing at Clyde River, Nunavut; Matthew Coon Come’s paddle protest to stop the Hydro-Québec Great Whale project; Neil Young’s Honour the Treaties tour highlighting the growing environmental impact of oil sands development) Sample questions: “In your opinion, how effective is legal action as a way to obtain justice for treaty violations that affect the land and the environment? What evidence can you provide?” “In what ways has the Idle No More movement influenced public environmental policy in Canada?” “What were some consequences of the public outcry about mercury poisoning in the First Nation community of Grassy Narrows?” NATIONAL AND REGIONAL PERSPECTIVES PERSPECTIVES REGIONAL AND NATIONAL

209 210 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, University/College Preparation E2. E1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS E1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS E. E1. and protectionofsacredsites;economicautonomy the destructionofforestryhabitat;recognition placement ofcommunitiesbyminingdevelopment; environmental impactofwater diversion;thedis- the loss, misuse, orreduction ofCrownlands;the foods; contaminationofwater andfoodsources; reference tothepatentingofseedsandindigenous to land,water, airquality, andfood(e.g., with the rightsofIndigenouspeopleswithrespect countries tocurrent globaltrends relating to responses inCanadaandsomeother growth economy?Howdoes thiscompare munities contribute tothegoalsofaclean How canFirstNations,Métis, andInuitcom- state?” “Whatisacleangrowth economy? Métis, andInuitcommunities andtheCanadian does thisaffect relations betweenFirstNations, Indigenous populationstobenegative?How trade agreements ondevelopingcountriesand peoples considertheimpactofCanadianfree communities?” “WhydomanyIndigenous taking toensuringfoodsecurityforIndigenous the approaches thatdifferent countriesare What are somedifferencesin and similarities issue affect Northerncommunitiesinparticular? important toIndigenouspeoples?Howdoesthe Sample questions:“Whyisfoodsecurity consumption) to growcommercialcropsratherthanfoodforlocal mental andfoodpolicy development;encouragement in resourcedevelopment;representationenviron

THE GLOBAL CONTEXT

Indigenous realities and comparing the Canadian context with other national contexts. national other context with Canadian the comparing and realities Indigenous of awareness to raise initiatives and strategies various peoples, torelated Indigenous analysing action social influence of that factors understanding an demonstrate Leadership: and Action Social world; the around countries other in responses with Canada in trends to these responses socio-political peoples, to related Indigenous comparing trends justice social and cultural, environmental, global of current understanding an demonstrate Peoples: Global Indigenous Trends and

compare andcontrastsocio-political Peoples Global TrendsandIndigenous

E1.2 E1.3 nomic movementsinothercountries?” with Indigenousinvolvementingreen eco- and/or reparations forpastinjustices;theright of state andIndigenouspeoples;government apologies and measuresforconflictresolution betweenthe of IndigenousPeoples; nation-to-nationprotocols of theUnitedNationsDeclaration ontheRights reference totheinterpretation andimplementation responses insomeothercountries(e.g., with social justiceforIndigenouspeopleswith responses tocurrent globaltrends related to and culturalpractices?” communities toshare culturalinformation helping Indigenousandnon-Indigenous and non-Indigenousteachersplayarole in duplicated inCanada?”“HowmightIndigenous could theMãorilanguagenestmovementbe language revitalization? Forexample,how and implementinternationalinnovationsin Sample questions:“HowmightCanadaadapt cultural fieldtripsandexchange programs) Indigenous communitiesaroundtheworld;virtual and preservationactivities;educationaltoursto locally developedculturalcurricula;documentation contemporary conceptsintoIndigenouslanguages; schooling; languageengineeringtoincorporate ization; thelanguagenestmovement;bilingual language status;externalpressuressuch asglobal- media intheIndigenouslanguage;lack ofofficial other countries(e.g., withreferencetoinsufficient languages andcultures withresponses insome revitalization and/or continuityofIndigenous responses tocurrent globaltrends related tothe

compare and contrast Canadian socio-political compare andcontrastCanadiansocio-political compare andcontrastCanadiansocio-political

Indigenous communities to clean water, medical non-governmental organizations to share services, and food security) knowledge and influence how governments perceive issues related to Indigenous peoples

Sample questions: “How were the events of Contemporary First Nations, Métis,

in Canada and around the world (e.g., with and Inuit Issues and Perspectives the Sixties Scoop in Canada and the Stolen reference to Indigenous networks that promote Generations in Australia similar and/or different? the rights of Indigenous peoples in Canada and What issues do they raise for current social abroad, partnerships with other countries to improve justice efforts?” “In identifying Indigenous the quality of life of Indigenous peoples, conferences, populations, why is it essential in terms of social plans of action to ensure access to clean water and justice to recognize ties to land and place?” food security in Indigenous communities) Sample questions: “What are some ways in E2. Social Action and Leadership which international forums such as the World Indigenous Peoples Conference on Education By the end of this course, students will: or the World Food Summit try to mobilize E2.1 analyse how various political, legal, and collective action? What results can you identify?” cultural factors influence individual and “What is the objective of sharing knowledge collective social action related to Indigenous about language preservation globally?” peoples, comparing the context for social action “How has the formation of the United Nations in Canada with the context in some other Permanent Forum on Indigenous Issues countries (e.g., with reference to political awareness, facilitated greater representation at the United education, the potential for individual persecution, Nations of issues affecting Indigenous com-

civil laws, community capacity, cultural acceptance, munities?” “What shared perspectives and social integration) goals do Inuit Tapiriit Kanatami and the Saami Council have? How have they been able to Sample questions: “Consider the political factors raise awareness of issues related to northern that influence social action related to Sami in populations?” NDA3M Norway, Mãori in New Zealand, and First Nations, Métis, and Inuit in Canada. How do E2.4 analyse various ways in which First Nations, these factors differ? How are they the same?” Métis, and Inuit approaches with respect to “How has the Canada-based Idle No More knowledge and leadership have contributed movement made an impact on Indigenous and continue to contribute to global environ- communities around the world? What factors mental protection (e.g., with reference to Indigenous have helped or hindered its influence?” knowledge concepts such as planning for generations to come and protecting the environment E2.2 analyse the ways in which various inter- globally; a holistic approach to acquiring knowl national initiatives and organizations have edge that utilizes the mental, physical, emotional, influenced how Canadian governments perceive and spiritual domains; storywork in which people issues related to First Nations, Métis, and Inuit sit in conversation with Elders to consider solu- communities (e.g., with reference to the United tions to issues of global concern; the concept that Nations Working Group on Indigenous Populations, knowledge is inseparable from the responsibilities the United Nations Conference on Environment it brings) and Development, the International Indigenous Policy Journal, Human Rights Watch) Sample questions: “What intended and/or unintended effects has the Coast Salish Sample questions: “How did Human Rights Gathering policy dialogue had on traditional Watch draw attention to Canadian treatment hunting and fishing rights, resource extraction, of Indigenous women in 2013? What was the and other environmental issues affecting land result?” “Has the 2013 investigation by a internationally?” “What are some specific United Nations special rapporteur of the plight examples of Indigenous knowledge contributing of Indigenous people in Canada influenced to scientific understanding and political decision Canadian domestic Indigenous policy? What making with respect to ecosystem stresses?” evidence can you give?” “Do you think that “Why is First Nations, Métis, and Inuit connec- the World Indigenous Peoples Conference on

tion to, and knowledge of, the land an integral THE GLOBAL CONTEXT Education has changed the way that Canadian aspect of global environmental protection?” federal and provincial governments perceive “In what ways has Inuit traditional knowledge issues that First Nations, Métis, and Inuit view assisted in environmental studies conducted in as vitally important? Why, or why not?” the Arctic?” E2.3 explain the objectives, methods, and results of various initiatives by Indigenous and/or

211

Course Introduction

World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada, Grade 11

College Preparation (NBV3C) Workplace Preparation (NBV3E)

OVERVIEW “World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada” provides an opportunity for students to explore Indigenous beliefs, values, and ways of knowing, as reflected in the historical and contemporary experiences of First Nations, Métis, and Inuit in Canada. By gaining an understanding of the ways in which First Nations, Métis and Inuit histories, values, perspectives, traditions, and aspirations differ from those of non-Indigenous Canadians, students develop the ability to analyse and compare world views. They learn that understanding cultural diversity and differences in world views is a key component of cultural harmony and respectful relationships between First Nations, Métis, and Inuit and non-Indigenous Canadians. Students also reflect on how their personal world view affects how they interpret and interact with the world around them.

This course examines critical issues facing First Nations, Métis, and Inuit individuals and communities. By exploring past and present aspects of colonialism, as well as the effect of government policies and actions on First Nations, Métis, and Inuit, students advance their understanding of the ongoing struggle for decolonization and of the resiliency of Indigenous peoples in Canada. This knowledge and insight enables students to become critically thoughtful and informed citizens who can help promote reconciliation in Canada.

STRANDS This course has four strands. Strand A, Research and Inquiry Skills, is followed by three content strands, which are organized thematically. Although strand A is presented sepa rately from the areas of learning presented in strands B–D, teachers should ensure that students develop their research and inquiry skills in appropriate ways as they work to achieve the curriculum expectations in the other strands of the course.

213 A. Research and Inquiry Skills Strand A focuses on developing students’ ability to apply the inquiry process to investigate the beliefs and historical and contemporary experiences of First Nations, Métis, and Inuit in Canada. Students gather, interpret, and analyse evidence and information from a variety of primary and secondary sources, including Indigenous knowledge sources; synthesize their findings and formulate conclusions; and communicate the results of their research. This process and related skills apply to, and should be developed in conjunction with, the content of all the other strands of the course. 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.

B. Understanding and Respecting World Views and Cultural Diversity In strand B, students explore the concept of world view and the role of a world view, or belief system, in daily life. By examining the elements, purposes, and functions of a world view in the context of First Nations, Métis, and Inuit cultures, students learn to identify distinct and common elements and develop their appreciation of both cultural uniqueness and shared humanity. Students deepen their understanding of how language, culture, and the relationship between people and place shape and reflect First Nations, Métis, and Inuit world views, identifying key elements of the beliefs, values, and customs of diverse cultural groups. Students gain an understanding of and respect for the diversity of cultural protocols, traditional values, and belief systems. Students also learn to use cultural awareness skills and strategies appropriately when exploring First Nations, Métis, and Inuit ways of knowing, world views, and contributions to society.

C. Colonization and Decolonization In strand C, students develop their understanding of the concept of colonialism and of the past and present impact of colonization and associated government policies in Canada, gaining an understanding of how relations between Indigenous and non- Indigenous peoples relate to current realities. Students think critically and creatively about issues of concern to Indigenous peoples and examine key concepts and goals related to decolonization and resilience. Students analyse various strategies to raise awareness of the impact of colonialist policies and to sustain First Nations, Métis, and Inuit world views, aspirations, and actions in the context of social change.

D. Reclamation and Reconciliation

First Nations, Métis, and Inuit Studies Strand D focuses on the importance of building respectful and reciprocal relationships

| to support reconciliation between Indigenous peoples and Canadian society. By learning about how individuals, families, institutions, and communities are reclaiming a place for First Nations, Métis, and Inuit beliefs, values, and customs in contemporary life, students deepen their understanding of the critical importance of recognition and respect for First Nations, Métis, and Inuit knowledge, world views, and aspirations. Recognition and respect are the foundations of truth, reconciliation, and renewed nation-to-nation relationships. Students also examine how key First Nations, Métis, and Inuit aspirations for communities, for Canada, and for global society reflect traditional and contemporary beliefs and values, and analyse the role of social action in supporting those goals. THE ONTARIO CURRICULUM, GRADES 9–12

214 World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada, Grade 11

College Preparation NBV3C

This course explores the diverse knowledge, world views, and aspirations that shape the actions of First Nations, Métis, and Inuit individuals and communities in Canada. Students will examine the historical and contemporary context of those beliefs, values, aspirations, and actions, including the impact of colonization and decolonization. Students will explore the factors that shape world views to develop an understanding of how acknowledging diverse cultures, values, and ways of knowing contributes to truth, reconciliation, and renewed nation-to-nation relationships. Students are also given the opportunity to develop their own problem-solving strategies to build mutual understanding related to First Nations, Métis, and Inuit world views and aspirations.

Prerequisite: First Nations, Métis, and Inuit in Canada, Grade 10, Open, or Canadian History since World War I, Grade 10, Academic or Applied

215 216 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation A1.2 A3. A4. A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. organizer might help you identify economic help youidentifyeconomic might organizer being takenintoaccount?”“What typeofvisual Inuit knowledge?Whatecological conceptsare science beginningtodrawon FirstNationsand perspective express?” “Howiscontemporary the community?Whatkeyconceptdoesthis responsibility totheland,people,and Métis, andInuitcharacterizeanindividual’s Sample questions:“HowdoFirstNations, storming, theuseofvisualorganizers) topics (e.g., throughlistening, discussion, brain - research andinquiry community governance)toidentifytopicsfor justice; formsofFirst Nations, Métis, and/orInuit social roles;thepurposeandprocessesofrestorative Métis, andInuitapproaches toequityandgendered resource managementinCanada;First Nations, the significanceofAboriginaltitleforlanduseand knowledge, orIEK, inenvironmentalinitiatives; humanity; theroleofIndigenousecological the changing relationshipbetweennatureand and Inuitindividualscommunities(e.g., that shapetheactionsofFirstNations,Métis, knowledge, worldviews,andaspirations

Indigenous knowledge and ways knowing; of and knowledge Indigenous respecting and methods inquiry and appropriate using of research sources, avariety topics from Investigating: Exploring: and effectively, and reflect on and evaluate their research, inquiry, and communication skills. inquiry,and communication effectively,and research, and evaluatetheir on reflect and Communicating and Reflecting: knowledge ways Indigenous and of knowing; inquiry, respecting and research Processing Information: inquiry; and research their to guide questions critical formulating and key concepts identifying communities, and individuals Inuit Nations, of and First Métis, actions

RESEARCH ANDINQUIRY SKILLS

identify keyconceptsrelated totheirselected explore avarietyofthemesrelated tothe Exploring explore topicsknowledge, to related the world shape the that views, aspirations and create research plans, and locate and select information relevant to their chosen chosen relevant to their information select locate and and plans, research create assess, record, analyse, and synthesize information gathered through through gathered information synthesize and record, analyse, assess, communicate the results of their research and inquiry clearly inquiry and research of their results the communicate

A1.3 A2.1 Throughout thiscourse,studentswill: A2. clearly articulatethemotivation forandpurpose knowing andrelated protocols (e.g., intent: that theyacknowledgeIndigenous waysof principles ofintent,reciprocity, and respect and interviews), ensuringthattheirplansapply the research toolssuch assurveys, questionnaires, or method; identifysourcesofinformation;develop their selectedtopics(e.g., outlinepurposeand research?” have developedtonarrow thefocusofyour “How mightyouchangethequestions value systemsmayhavechangedovertime?” important toconsiderhowthesebeliefsand value systemsinhealthcare? Whymightitbe role ofFirstNations,Métis,orInuitbeliefsand guide yourresearch ifyouwere exploringthe Sample questions:“Whatquestionsmight research andinquiry to theconceptofsocialjustice?” of Canada?Howmightyourtopicbeconnected and/or Inuit communitiesindifferent regions distinctions betweenFirstNations,Métis,

create appropriate research planstoinvestigate formulate effective questionstoguidetheir Investigating

of the project; assess the consequences of the A3. Processing Information World Views and Aspirations of First Nations,

investigation for ancestors, future generations, Métis, and Inuit Communities in Canada and/or the natural world; reciprocity: plan to Throughout this course, students will: share the process and results of their investigation A3.1 assess various aspects of information gathered at all stages, to give and receive information, and from Indigenous and non-Indigenous knowledge to listen to and speak with those who may be sources, using general research criteria (e.g., affected by the work; engage in sustained mutual accuracy, relevance, reliability, inherent values relationship building; respect: explain how they and bias, voice) and respecting Indigenous will acknowledge the connections between the world views and ways of knowing (e.g., avoiding human, natural, physical, spiritual, cultural, claims of universality, hierarchical knowledge, economic, and/or emotional contexts of the topic; and/or exclusive authority; acknowledging social, identify which types of knowledge can or cannot be historical, economic, and political context; demon- shared and seek informed consent from Indigenous strating an understanding that the perspectives individuals and/or communities when necessary) expressed in diverse knowledge sources are shaped Sample questions: “What is the purpose of your by world views that may challenge one another) investigation? How is your inquiry beneficial to Sample questions: “How can you determine First Nations, Métis, or Inuit individuals and/or whether all the information you have gathered communities?” “What steps can you take to is relevant to your topic?” “Whose perspectives ensure that the community and/or individuals are represented in this source, and whose you learned from have given you informed are not?” “How do these sources about the consent to record and share the information?” consequences of the sled dog slaughter of the “What is sacred or protected knowledge? Why 1950s and ’60s for the Inuit way of life contradict might individuals and/or a community choose each other? How might you determine which not to share this information with researchers or

source is more reliable?” “How might you individuals who are not part of the community?” check whether this website contains credible “How might you demonstrate reciprocity when NBV3C information that represents Indigenous you receive information from a community?” perspectives appropriately?” A2.2 locate and select information relevant to A3.2 record and organize information and key their investigations from a variety of primary ideas using a variety of formats (e.g., notes, and/or secondary sources, including Indigenous graphic organizers, summaries, audio/digital knowledge sources (e.g., primary sources: oral records, spreadsheets) stories, histories, and lessons; original documents such as interview transcripts, letters, financial A3.3 analyse and interpret research information documents, logs and journals, surveys, question- (e.g., compare information provided in written naires; literature; original media such as film, documents, oral stories, and interviews; determine photographs, songs; published primary research whether common themes arise in different sources) such as data sets; secondary sources: history books, biographies, textbooks, book reviews, Sample questions: “What patterns of information journal and magazine articles, essays, academic can you find in your research? How might you conference papers, summaries of court cases identify a common theme?” and/or legislation, documentaries, most websites) A3.4 demonstrate academic honesty by docu- Sample questions: “What is an Indigenous menting the sources, including oral sources, knowledge source, and how can it be used of all information generated through research to pursue an investigation?” “How can you determine whether a source is primary or A3.5 synthesize findings and formulate conclusions secondary?” “Why is it important to base your (e.g., weigh and connect information to determine investigation on a variety of sources?” “How the answer to their research question; assess the might you include Indigenous community-based extent to which their findings may be affected RESEARCH AND INQUIRY SKILLS knowledge in your investigation?” by factors not included in their research design; determine whether their results support or A2.3 based on preliminary research, formulate a contradict their hypothesis) hypothesis, thesis statement, or critical question for each investigation, and use it to focus their Sample questions: “What connections did you inquiry find between the information you gathered about food safety on the Health Canada website and in Nunavut’s food safety guidelines, Serving Country Food in Government-Funded Facilities

217 218 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation A4.2 A4.1 Throughout this course,studentswill: A4. audience inquiry effectively foraspecificpurposeand communicate theresults oftheirresearch and storytelling, podcast, blogentry, webpage)to work, writtenreport, seminar, digitalpresentation, tion, brochure, infographic, poster, multimedia about traditionaldiet?” contradict youroriginalresearch question programs? Doesthisinformationsupportor government-funded facilitiesandcommunity diet? Whydotheseguidelinesapplyonlyin the foodsassociatedwithatraditionalInuit guidelines suggestabouthandlingandserving and CommunityPrograms?WhatdotheNunavut Indigenous andnon-Indigenouspeoples?” of buildingorchangingrelationships between reconciliation, andhowdoesitaffect theprocess of diverseIndigenousworldviews?”“Whatis What istherole ofstorytellingintheexpression in FirstNations,Métis,andInuitcontexts? research?” “Whatisdistinctiveaboutstorytelling we stand?Howcanthispracticeinformyour acknowledge thetraditionallandonwhich ‘traditional territory’mean?Whydowe Sample questions:“Whatdoestheterm treaty, tradeagreement) decolonization, restorativejustice, ethnogenesis, revitalization, self-determination, colonizationand language, storytelling, reciprocity, reconciliation, territory, extendedfamily, clansystem, Indigenous Métis communities, Métisroot ancestors, traditional interconnectedness ofalllivingthings, historic views andexperiences(e.g., ways of knowing, various FirstNations,Métis,andInuitworld

use correctly termsandphrasesrelated to use anappropriate format Communicating andReflecting (e.g., oralpresenta- A4.4 A4.3 provide acreditslistforillustrativematerial) or endnotes, includein-textauthor-date citations, raphy orareferencelistinAPA style, usefootnotes acknowledging sources (e.g., generateabibliog- and followdocumentationconventionsfor logically, uselanguageconventionsproperly), inquiries (e.g., writecoherently, organizeideas a deeperunderstandingofthetopic?” primary andsecondarysources andgiveyou Indigenous knowledgehelpyouinterpret new understanding?”“Inwhatwaysdid thought wastrue? Howdoyouexplainthis you withnewperspectivesaboutwhat ways didtheinformationyoufoundprovide knew andunderstoodaboutthetopic?Inwhat mation yougathered confirmwhatyoualready Sample questions:“Inwhatwaysdidtheinfor Indigenous knowledgeandwaysofknowing and communicationskills,whilerespecting and evaluatingtheirownresearch, inquiry, research andinquiryprocess byreflecting on

clearly communicatetheresults oftheir demonstrate an understanding of the general demonstrate anunderstandingofthegeneral

- World Views and Aspirations of First Nations,

B. UNDERSTANDING AND RESPECTING Métis, and Inuit Communities in Canada WORLD VIEWS AND CULTURAL DIVERSITY

OVERALL EXPECTATIONS By the end of this course, students will:

B1. The Concept of World View: demonstrate an understanding of the elements, purposes, and functions of a world view or belief system, and explore the role of world view in daily life in Canada; B2. First Nations, Métis, and Inuit World Views: demonstrate an understanding of how language, culture, and the relationship between people and place shape and reflect First Nations, Métis, and Inuit world views, identifying key elements of the beliefs, values, and customs associated with diverse cultures; B3. Cultural Awareness Skills and Strategies: use cultural awareness skills and strategies appropriately when exploring First Nations, Métis, and Inuit ways of knowing, world views, and contributions to society.

NBV3C

SPECIFIC EXPECTATIONS

B1. The Concept of World View B1.2 compare world views or belief systems associated with a few different cultures to By the end of this course, students will: identify common purposes and functions (e.g., as a framework for thinking about the world, reality, B1.1 identify and make connections between and existence; as a set of principles on which to various elements of a world view or belief base decisions, aspirations, and actions; as the UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY system (e.g., beliefs about the existence of a foundation of a sense of self and of individual deity or deities, shamanism, the origins of the and collective identity; as a guide to interactions universe and of humanity, the relationship and relationships with others) between humanity and the natural world; family or kin relationships and responsibilities; concepts Sample questions: “What elements of your own of time; rites of passage; expressions of gratitude; world view are also found in the world view of values governing human interaction; commitment another culture? What specific examples can to the transmission of knowledge from generation you give?” “Why do you think that the belief to generation; beliefs about fairness, economic systems of cultures around the world share justice, prosperity, and wealth), suggesting some common elements? What does that tell us about factors that shape world views the purpose of a belief system?” “How might the elements of a world view that influence Sample questions: “What are some typical gender relationships differ from one culture to elements of a belief system?” “What connection another? How might those differences influence can you make between how ‘family’ is defined behaviour?” “What are some ways in which within a world view and how the role of your world view influences your behaviour in individuals within the community is under- various social contexts?” “What evidence from stood?” “Do you think that concepts of time and different cultures can you find to demonstrate rites of passage are related elements of a world that world view influences economic policy view? Why, or why not? What distinguishes making?” these elements?” “Thinking about how your own world view has changed over time, what B1.3 explain how a variety of aspects of daily life factors can you identify that affect world view?” and common aspirations in Canada are shaped “How does world view inform conceptions of by and reflect specific beliefs and values (e.g., economic growth and prosperity?” with reference to laws regarding property and 219 220 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation B2.1 By theendofthiscourse,studentswill: B2. conflict withMétisworldviews?” contemporary economicaspirationsinCanada Statement ofPrimePurpose?Inwhatwaysdo also expressed intheMétisNationofOntario common aspirationsinCanadiansocietyare Nations, Métis,andInuitcommunities?”“What affect dailylifeandcommonaspirationsinFirst What are some waysinwhichthesedifferences from Indigenousbeliefsaboutrestorative justice? founded upon?Howdoesthisframeworkdiffer “What frameworkistheCanadianlegalsystem supported bytheCanadianfederalgovernment?” differ from beliefsaboutownershipthatare Métis, andInuitbeliefsaboutlandownership Sample questions:“HowdoFirstNations, world views values maysupportorconflictwithIndigenous taxation), analysinghowthosebeliefsand administration ofeducation, thepracticeof and conventions, theprovincialandfederal written commonorcivillaw, marriagelaws private ownership, ajudicialsystembasedon custom?” What otherculture orcultures haveasimilar beliefs andvalues doesthiscustomreflect? of lightafteramonthwinter darkness?What embody?” “HowdoInuitwelcome thereturn environment? Whatvaluesdotheselaws laws, governhumaninteractions withthe “In whatwaysdoInuitmaligait, ornatural What othercommunitiesshare thisperspective?” us about Anishinaabe andCree worldviews? “What doesthephrase‘allmyrelations’ tell transition from childhoodtoadulthood?” Métis, andInuitindividualscelebratethe “What are somewaysinwhichFirstNations, the future? Whichpeoplesshare thisconcept?” seven generationssuggestaboutplanningfor custom express?” “Whatdoestheconceptof them withsustenance?Whatvaluesdoesthis individuals givethankstoanimalsforproviding ways inwhichFirstNations,Métis,andInuit Sample questions:“Whatare somecommon knowledge transmission, communityrelationships) to environmentalprotection, intergenerational in thesebeliefsandcustoms(e.g., withreference and dances),analysethevaluesreflected sunrise ceremonies, giftgiving, ceremonialsongs lighting, theuseoftraditionalmedicines, prayers, edging traditionallands, smudging and/orkullik life, thesacrednessofland;customs: customs (e.g., beliefs:aboutcreation, thestagesof First Nations,Métis,andInuitbeliefs

identify avarietyofcommonelements World Views First Nations,Métis,andInuit acknowl

B2.3 B2.2 of MichifsustainMétisculturalidentity?” world viewofitsspeakers?Howdoestheuse Michif language?Howmightthatshapethe research revealed abouttheoriginsof about anInuitworldview?”“Whathasyour land, water, andice?Whatdoesthisreflect for homelandmakenodistinctionbetween interconnected?” “WhydoestheInuktitutterm consider language,culture, andidentitytobe First Nations,Métis,andInuitbeliefsystems and communities?”“Whydoyouthinkvarious time? Howdoesthataffect individuals,families, which languagesandlanguageusechangeover Sample questions:“Whatare somewaysin identities languages affects individualandcommunity some waysinwhichthechanginguseofthese views ofmanyIndigenouscultures),andsuggest role ofanimalsinthespiritualbeliefsandworld comes fromacreationstoryandrevealsthecentral Nations toreferthelandknownasNorthAmerica, term “Turtle Island”, which isusedbyvariousFirst and culturalunderstandingofitsspeakers;the on English, reflectingtheuniqueculturalheritage other First Nationslanguages, such asOjibwe, and derived fromCreeandFrench butalsodrawson “Inuit Nunaat”, referringonlytoland;Michif is Inuit worldview, ratherthantheGreenlandicterm and expressingthecentralityofwaters inan land, referringcollectivelytoland, water, andice use theInuktitutterm “Inuit Nunangat” for home- languages andworldviews(e.g., InuitinCanada between FirstNations,Métis,andInuit consensus?” “What morallessonsdoMétis important toHaudenosaunee beliefsabout and theeagle?”“Howis Peacemaker continuing specialbondbetween thepeople contemporary observances attest tothe world viewsofthesecommunities? What symbol? Howistheeagleconnected tothe communities considertheeagle asignificant Sample questions:“WhydosomeFirstNations contemporary life the continuingrelevance ofthesefigures in ance andingenuity),makeinferences about problems, illustratingtheMétisvaluesofpersever uses hiswitstooutsmartopponentsandsolve connection ofthehumanandspiritworlds; Ti-Jean or peopleinfaraway places, reflectingtheinter plays drumstocalluponthespiritsofdeceased culture, theshamandances, sings, chants, and teaching intheAnishinaabeworldview;Inuit of existencedemonstratesthecentralroleoral storytelling toteach thelisteneraboutnature aspects ofaworldview(e.g., Nanabush’s useof belief systemsreflect, express, and/or support associated withFirstNations,Métis,andInuit

make andexplainvariousconnections analyse howavarietyofsignificantfigures

- stories about the Rougarou and Ti-Jean teach? you give? How might you compare these rites World Views and Aspirations of First Nations,

What values and beliefs do they reflect? How of passage to those in another Indigenous Métis, and Inuit Communities in Canada are these still relevant for Métis individuals?” culture?” “How does the Teslin Tlingit Council incorporate traditional practices associated B2.4 analyse how a variety of locations that First with the clan system into contemporary Nations, Métis, and Inuit communities consider governance institutions?” “What traditional culturally significant reflect aspects of a world Métis practices are associated with marriage view (e.g., the belief of Curve Lake First Nation and birth, and how are these practices distinct members that spirits speak through crevices in from those of other cultures? What individual the Kinomaage-Waapkong, or Teaching Rocks, roles are connected with these practices, and emphasizes the connection between the natural with what responsibilities? How do these roles and spirit worlds; the belief that Inuit land at reflect Métis values?” Marble Island, Nunavut, is not only a traditional hunting area but also the historical site of a creation story indicates that the land has lessons to teach B3. Cultural Awareness Skills and the people; the continued significance of Mica Bay Strategies as the site of a confrontation between Métis land By the end of this course, students will: defenders and non-Indigenous miners reveals the role of history in shaping Métis identity), and make B3.1 identify and explain the purpose of a variety inferences about the continuing relevance of of cultural awareness skills and strategies (e.g., these sites in contemporary life remaining open to a variety of world views in a Sample questions: “What value is associated group discussion deepens the cultural understanding with the belief that particular locations, such as of the participants; demonstrating an understanding Dreamer’s Rock, are sites of spiritual direction? of local community experiences when seeking

How is this value reflected in the fasting, information and knowledge indicates respect and visions, and sweat lodge ceremonies that are empathy; researching the beliefs, values, and NBV3C practised at such sites? In what ways do these aspirations of other cultures before guest speaker ceremonies sustain individual and cultural presentations enables listeners to follow appropriate identity in a contemporary world?” “What do cultural protocols when asking questions and to the stories, knowledge, and traditions that are extend their learning; identifying signs of social associated with the kettle stones found along discomfort during peer interactions can help bridge the shore of Lake Huron tell us about the world cultural differences), and apply them effectively view of the Kettle and Stony Point First Nation?” when exploring First Nations, Métis, and Inuit “What practice is associated with Inuit traditional ways of knowing, world views, and contributions land at Marble Island? What belief does that to society UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY reflect?” Sample questions: “How might knowledge of First Nations, Métis, and Inuit family structures B2.5 analyse and compare several different First and kinship systems support the development of Nations, Métis, and Inuit ceremonies and other Indigenous programming in public institutions? traditional practices in terms of how these How might such knowledge be helpful to practices help define individual and/or collective educational or health organizations that are roles and responsibilities within a world view establishing Indigenous community advisory (e.g., with reference to rites of passage, seasonal councils?” “What are some ways to demonstrate practices, decision-making processes, governance) respect for, and respond to, the perspectives Sample questions: “How does the concept of of a First Nation, Métis, or Inuit community Guswenta or Kaswentha (Two Row Wampum), facing a complex issue?” influence the conduct of neighbouring nations during the Haudenosaunee Edge of the Woods B3.2 analyse several different First Nations, Métis, ceremony? What other traditional practices have and Inuit cultural works in terms of what they a similar purpose? How do these practices help communicate about cultural identity, cultural shape contemporary Indigenous perspectives?” continuity, and/or cross-cultural interaction “How do Cree and Anishinaabe individuals (e.g., assess Tomson Highway’s play The Rez Sisters use the medicine wheel to support decision as a response to cultural stereotyping; analyse the making? In what ways does this practice help juxtaposition of historical documents and images define the individual’s responsibilities? What in the design of some Idle No More communications; other First Nations decision-making practices compare First Nations community perspectives can you identify?” “How do Inuit rites of of the Mohawk Warrior Flag with its depiction passage build leadership skills and encourage in mainstream media, and suggest reasons for pride in cultural identity? What examples can any differences)

221 222 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation B3.3 for allstudents?” cultural practice?Whatbenefitsmightthathave the policywhileaccommodatinganIndigenous you revise thetexttomaintainintentionof policy ontheschoolboard website?Howmight setting?” “Whatisthemainpurposeofthis medicines whencaringforarelative inaclinical practices atahospitalbirthortousetraditional to afamily’srequest toengageintraditional opinion?” “Howmightpublicofficials respond What evidencecanyouoffer tosupportyour increased ordecreased overthelastgeneration? of diverseculturalpracticesinpublicsettingshas Sample questions:“Doyouthinktheacceptance that supportsIndigenoushealthcareapproaches) system; developingacommunityoutreach program who arereceivingtreatmentwithinthehealthcare to supportFirst Nations, Inuit, andMétisindividuals hunting season;hiringIndigenouspatientnavigators to allowCreeandMétisyouthparticipateinthe adapting theschool calendarinsomecommunities the feedback toproposeimprovementsthepolicy; individual students’ culturalpractices, andusing feedback todeterminehowaschool policy affects inclusive (e.g., gatheringandanalysinggroup strategies toensure thattheseinstitutionsare baby inanamauti),andsuggestappropriate care maydiscourageanInukfromcarryingher programs; non-Indigenousapproaches tohealth not supportedwithinsomehealthandwellness to spiritualguidance, includingfromElders, is practices, ceremonies, andspecialdays;access not always accommodateculturallysignificant cultural practices(e.g., theschool calendardoes to challengeFirstNations,Métis,andInuit these policieshavechallengedandcontinue public institutionsinCanadatoidentifyhow in ChristieBelcourt’swork?” How isthissimilartoordifferent from themes art communicateaboutMétisculturalidentity? communicates?” “WhatdoesKellyDuquette’s cultural continuitydoyouthinkthiswork Indigenous realities? Whatmessageabout Erased betweenhistoricalandcontemporary artist Barry Ace makeinhismixed-mediawork collage inthiswork?”“Whatconnectionsdoes What issignificantabouttheartist’suseof mixed-media workLivingintheStorm Too Long? narrative canyoufindinJane AshPoitras’s Sample questions:“Whatvisuallayersand/or

analyse avarietyofpoliciesregulating

B3.4 community intheseefforts?” Métis, orInuitindividualsand/or alocal might yourespectfully engagelocalFirstNations, Métis, orInuitcommunitiesexperience?How the successesandchallengesthatFirstNations, you dotoengageyourclassinlearningabout their culturalawareness skills?”“Whatcould learn aboutlocalIndigenousrealities andbuild “How mightyouencourageyourclassmatesto and non-IndigenousindividualsinCanada?” help changerelationships betweenIndigenous histories, current realities, andculturalprotocols and yourpeers’understandingofIndigenous Inuit realities? Howcanimproving yourown be educatedaboutFirstNations,Métis,and Sample questions:“WhyshouldallCanadians to aFirst Nation, Métis, orInuitcommunity) historical and/orcontemporaryissuesrelated an artexhibitionorotherculturaleventabout pamphlet toofferapproaches toculturalawareness; diversity; amultimediapresentationand/or ideas aboutIndigenousrealitiesandcultural facilitators, andcommunitymemberstoexchange series ofsharingcirclesinschool foryouth, cultural understanding andculturalawareness (e.g., a and designaneffective initiativetobuildmutual Métis, and/or Inuitworldviewsandaspirations,

identify an issue associated with First Nations, identify anissueassociatedwithFirstNations,

World Views and Aspirations of First Nations,

C. COLONIZATION AND Métis, and Inuit Communities in Canada DECOLONIZATION

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Colonialism and Colonization: demonstrate an understanding of the concept of colonialism, and of the past and present impact of colonization and related government policies in Canada; C2. Decolonization, Resilience, and Social Change: demonstrate an understanding of the key concepts and goals of decolonization and resilience, analysing various strategies to raise awareness of the impact of colonialist policies and to sustain First Nations, Métis, and Inuit world views, aspirations, and actions in the context of social change.

SPECIFIC EXPECTATIONS

C1. Colonialism and Colonization C1.2 analyse a variety of government policies and actions in Canada to determine their role with NBV3C By the end of this course, students will: respect to assimilation and their impact on First Nations, Métis, and Inuit individuals, commu C1.1 explain the significance for First Nations, nities, world views, and aspirations (e.g., the Métis, and Inuit communities and cultures of Gradual Civilization Act of 1857 made Indian the key concepts associated with colonialism status for women conditional on marital status, (e.g., the doctrine of discovery and the concept of causing many to lose community connections and terra nullius were used by Europeans as justification imposing a patrilineal system on some matrilineal to declare right and supremacy over the new world cultures; the Gradual Enfranchisement Act of 1869 and forcibly displace many First Nations commu restricted the power of band councils, weakening nities; assimilationist policies separated First Nations, the governance practices of First Nations commu Métis, and Inuit individuals from their families, nities; the Indian Act prohibited various traditional communities, and the land; the European religious practices and introduced other provisions that “civilizing mission” led to the repression and near collectively undermined community values and extinction of Indigenous spiritual and cultural jeopardized the survival of communities; residential practices, languages, and knowledge), identifying school policy forbade students to engage in cultural some connections between these concepts practices or speak Indigenous languages, inter- Sample questions: “How are the doctrine rupting intergenerational cultural transmission of discovery and the concept of terra nullius and instilling mistrust of institutional learning) connected?” “How does terra nullius infringe Sample questions: “Do you think that the on Indigenous peoples’ relationships with the slaughter of thousands of Arctic sled dogs by land?” “How are the concepts of paternalism

the RCMP and other authorities enforcing animal COLONIZATION AND DECOLONIZATION and colonialism linked?” “What was the ‘civi control laws was an assimilationist policy? Why, lizing mission’ in Canada? What were some or why not?” “How did the enfranchisement of its effects? How is the civilizing mission policies outlined in the Indian Act of 1867 affect related to assimilationist policy?” “What do First Nations individuals? What connection the establishment of the Métis provisional can you make between enfranchisement and government in 1869 and the List of Rights that assimilation?” “What assimilationist provision the provisional government issued tell you of the Indian Act did Sandra Lovelace Nicholas about the Métis approach to dealing with seek to have amended in Sandra Lovelace v. colonialism? What colonialist concepts did Canada, 1977–81? What social and economic the List of Rights address?” consequences did her lawsuit have, and how are these consequences related to First Nations aspirations?”

223 224 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation C2.1 By theendofthiscourse,studentswill: C1.3 C2. what waysdidtheCommunityPasture Program what didthesubsequentruling confirm?”“In was thecaserelated tocolonialistpolicies,and before thecourt inR. v., 1990?How Sparrow did theissueofan Aboriginal righttofishcome Nations, Métis,andInuitcommunities?”“Why tion? Whatare someconsequencesforFirst in Canadarelated tocolonialismandcoloniza- approaches to landmanagementandownership Sample questions:“Inwhatwaysare current communities have affected FirstNations,Métis,andInuit suggesting somewaysinwhichtheseapproaches comprehensive landclaims, courtcases, treaties), northern QuebectotheHighArctic, specificand individuals, theforcedrelocationofInuitfrom through thedistributionoflandscriptoMétis (e.g., withreferencetotheextinguishmentoftitle and managementoflandnaturalresources approaches totheownership,development, systems inCanadatoenforce colonialist individuals canaddress theconsequences of ways inwhichIndigenousand non-Indigenous Sample questions:“Whatare somespecific collective culturalidentity) Indigenous languagessupports individualand and addressesinequalityofopportunity;revitalizing and Inuitindividualcommunityaspirations educational attainmentsupportsFirst Nations, Métis, history ofCanadaandallitspeoples;improving and non-Indigenousindividualsunderstandthe the goalsofdecolonizationhelpsbothIndigenous citizens avoiceinCanadiansociety;learningabout contemporary publicinstitutionsgivesIndigenous First Nations, Métis, andInuitperspectivesinto to participateinsocietalchange; incorporating policies encourageIndigenouscommunitymembers consultations todevelopnewpoliticalandsocial Inuit individualstofeelunderstoodandrespected; of colonizationenablesFirst Nations, Métis, and responsibility forthecontinuingconsequences of socialchange(e.g., societalacceptanceof decolonization andresilience inthecontext the keyconceptsandgoalsassociatedwith non-Indigenous individualsinCanadaof affected lifefortheMétispeople?” you maketocolonialism?Howhastheprogram edge and aspirations?Whatconnectionscan in Manitobadisregard Métiscommunityknowl

explain thesignificanceforIndigenousand analyse theuseofpoliticalandjudicial Social Change Resilience, and Decolonization,

C2.2 C2.3 and yourappreciation ofIndigenousresilience?” understanding oftheimpactcolonization individuals andcommunitiesenhanceyour efforts byFirstNations,Métis,andInuit ways doesexploringcurrent decolonization context ofthelegacycolonization?Inwhat you thinktheterm‘resilience’ isusedinthe Why are theseefforts important?”“Whydo Indigenous andnon-Indigenousindividuals? decolonization efforts affect thelivesofboth differ? Howare theysimilar?Howdothese colonization? Howdotheirroles inthiseffort Métis inOntario?” the continuingeffect ofcolonialistpolicyon Lemieux andcasesraiseawareness of “How didtheRv. Powley andRv. Laurin, residential schoolsurvivorsandtheirfamilies?” giving avoicetoFirstNations,Métis,andInuit Reconciliation CommissionofCanadahavein for change?”“Whatrole didtheTruth and the outcome?Whyissupportstillneeded First Nationschildren inCanada?Whatwas order toraiseawareness ofdiscriminationagainst “What legalactiondidCindyBlackstocktakein realities? Howdoyouexplainanydifferences?” portrayals ofFirstNations,Métis,andInuit to themovementacross Canadaandmedia you identifybetweengrassroots responses ment? Whatsimilaritiesanddifferences can motivations influencetheactionsofmove- the IdleNoMore movement?Howdothese aspirations motivatedtheestablishmentof Sample questions:“Whatbeliefs,values,and and blockades; legalaction) resilience such asteach-ins, fasts, demonstrations, advocate forsocialjustice;formsofprotestand movements andcampaigns;publicartprojectsthat tion, politicalrepresentation, health;socialmedia opportunity andfairness, environmentalprotec- to child welfare, education, justice, economic Indigenous governmentstoaddressissuesrelated reference toprocessesandconsultationswith methods, andresults oftheseefforts (e.g., with policies inCanadatermsofthemotivations, awareness of the continuingimpactofcolonialist development agreements) and recruitmentparameterswithin economic development corporations, theinclusionoftraining land occupations, thecreationofcommunity actions of different stakeholdersinvolvedinthese use intermsofthemotivationsandmethods over localeconomicdevelopmentandland and Inuitinitiativestoassertcommunitycontrol

analyse severaldifferent initiativestoraise analyse severaldifferent FirstNations,Métis, (e.g., withreferencetoroad blocks and

Sample questions: “What concerns do some C2.5 analyse a variety of forms and uses of World Views and Aspirations of First Nations,

First Nations communities have about the contemporary technology, media, and popular Métis, and Inuit Communities in Canada Ring of Fire mining project in northern Ontario, culture (e.g., graphic novels, photography, social and how have these communities attempted to media, music, digital and print magazines) in address these concerns? Have constitutionally terms of how they support and/or promote protected Aboriginal and treaty rights been First Nations, Métis, and Inuit knowledge, honoured and protected as this project world views, aspirations, and actions in the developed? What beliefs and values can you context of social change identify in the positions of the communities, Sample questions: “What role do you think land developers, and governments involved in Indigenous journalists have in drawing attention the project? How do these beliefs and values to murdered and missing Indigenous women correspond and/or conflict? How might a and girls in Canada? How have Indigenous peaceful resolution be achieved?” “What issues and non-Indigenous communities responded?” related to land and natural resources was the “Why do you think Red Rising Magazine refers Métis Betterment Act intended to address? to itself as a movement? How do its digital What challenges did the Métis and the province and print media complement each other? of Alberta face in working within the partner- How does this use of technology support First ship created by the Act? What were some Nations aspirations?” “How does the work benefits?” of film-maker Alanis Obomsawin embody the goals of decolonization?” “What examples can C2.4 analyse several different First Nations, Métis, you find of youth using social media to support and Inuit initiatives to address language loss or promote Métis world views? In your opinion, to determine how these initiatives support are their actions an example of social change traditional values and community aspirations or of cultural continuity? What evidence can

(e.g., with reference to using language nests, using you provide?” digital technology to teach language, introducing NBV3C apprenticeship programs to encourage language revitalization, supporting local school boards in offering language programs, developing language programs in on-reserve schools, establishing language acquisition as a priority in community planning and development) Sample questions: “What are some benefits of offering immersion classes in an Indigenous language in a First Nation, Métis, or Inuit community?” “How do language nests support traditional values?” “What connections can you make between language preservation and cultural resilience?” “How does a unified writing system support Inuit language and cultural revitalization?” “For decades, Michif has been labelled as ‘broken’ French. How has that perception influenced use of the language? What strategies are being used to foster a better understanding of the Michif language? How might this support Métis aspirations?” COLONIZATION AND DECOLONIZATION

225 226 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation D3. D1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D2. D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. planning meetings betweenFirstNations, these efforts?” “What valueisaddedtostrategic reclaim theseroles? Whatare someresults of Nations, Métis,andInuitwomen usingto and inceremonies? Whatstrategies are First within thefamily, ingovernance structures, First Nations,Métis,andInuit womenhave Sample questions:“Whatdistinctiveroles do community governance) including culturalprotocolsandpracticesin of Elderssharingstories, knowledge, andexperience; healing programs;makingandarchiving recordings members; developingandsupportingtraditional keepers toshareteachings withcommunity circles andconferencesforEldersknowledge munity (e.g., withreferencetohostingcommunity continued importanceoftheseroles inthecom- impact ofavarietystrategiestoensure the relative ordeceasedfamily friend),andanalysethe naming practicethatlinksanewbornInukto culture alive;Inuitmidwivesperformthetuqurausiq share traditionsandways oflifetokeepMétis council andhelpenforcedecisions;Senators assistants whooverseecommunicationwitha customs (e.g., oshkaabewisagaremessengersor Nations, Métis,andInuitbeliefs,values, different individualroles associatedwithFirst

and Inuit beliefs, values, and customs in contemporary life; life; contemporary in values, beliefs, Inuit customs and and aplace Nations, for First Métis, reclaiming are communities and institutions, families, individuals, of how understanding an demonstrate Values, Beliefs, Traditional Customs: and Reclaiming contemporary beliefs and values, and analyse the role of social action in supporting those goals. goals. those supporting in action role of the social values, and analyse and beliefs contemporary and traditional reflect for society global for and Canada, for communities, aspirations Inuit and of how Nations, key First Métis, understanding an demonstrate Action: Social and Aspirations relationships; renewed nation-to-nation and reconciliation, to truth, knowledge, Inuit Nations, for and First Métis, world respect and contributes views, aspirations and Renewal: and Reconciliation, Truth,

explain thepurposeandfunctionofseveral Reclaiming Traditional Beliefs, Reclaiming TraditionalBeliefs, Values, andCustoms RECONCILIATION RECLAMATION AND demonstrate an understanding of how building recognition recognition of how building understanding an demonstrate

D1.2 participate?” groups whenEldersand/or knowledgekeepers Métis, orInuitgroups andnon-Indigenous “How does Alethea Arnaquq-Baril’s film does AletheaArnaquq-Baril’s “How tals to supporthealth andwellnesspractices?” to providing Indigenousliaison roles inhospi- “What are somebenefitsandchallenges related munities innorthernQuebec andOntario?” ‘goose break’ continuetohave forCree com- Sample questions:“Whatbenefitsdoesthe and/or animalhusbandry) with non-Indigenousapproaches toanimalrights activities; traditionalhuntingpracticesmayconflict accommodate culturalleaverelatedtoseasonal mainstream institutionsmayfinditdifficult to insufficient accesstorelevantprogramming; a languagebasedontheirancestrymayhave who seekculturalknowledgeorwishtolearn psychological well-being;challenges:individuals Indigenous individualscanimprovephysical and of acomprehensiveapproach tohealthcareforurban medicines, knowledge, andhealthpracticesaspart traditional customs;supportingtheuseof maintain theirculturalidentitybyparticipatingin leave enablesIndigenousyouthandadultsto and officeswiththeopportunitytooffercultural (e.g., benefits:providingsomecommunityschools benefits andchallenges related totheseefforts Inuit individualsandcommunitiestoidentify contemporary lifeforFirstNations,Métis,and traditional knowledgeandcustomsinto

analyse severaldifferent strategiestointegrate

Angry Inuk help you understand the benefits of help families understand traditional knowledge World Views and Aspirations of First Nations,

the traditional seal hunt and the challenges that and customs? What other purposes do such Métis, and Inuit Communities in Canada Inuit face in continuing the hunt? In what ways gatherings have?” “How does an Indigenous do the opinions of Inuit hunters and animal rights arts festival, such as the ImagineNATIVE Film & activists diverge? Do they have any common Media Arts Festival, help change misconceptions ground?” “What are some differences between about First Nations, Métis, and Inuit communities recreational/sport fishing and fishing under and cultures?” harvesting rights? Why do Indigenous harvesting rights continue to be important, and D2.2 analyse a variety of efforts to promote what efforts are being made to assert these First Nations, Métis, and Inuit environmental rights?” knowledge and perspectives in terms of their contribution to truth, reconciliation, and renewal D1.3 analyse a variety of programs and initiatives related to the land (e.g., the 2015 Sacred Water to reclaim a place for First Nations, Métis, and Walk promoted understanding of the connection Inuit beliefs, values, and customs in education between people and the land by raising awareness in Canada to identify benefits and suggest ways of oil spills and train derailments that have caused to address challenges related to implementation harm to the Great Lakes and St Lawrence River; (e.g., with reference to Elder-in-residence programs teach-ins hosted by Indigenous movements such at educational institutions; partnerships between as Idle No More offer grassroots perspectives on arts organizations and local Indigenous artists/ environmental protection; environmental scientists groups, such as the Ontario Arts Council Indigenous who draw on Inuit observations of changes in Artists in Schools program to offer arts workshops climate and/or biodiversity in the Arctic raise in schools; the inclusion of Indigenous knowledge awareness of the value of Indigenous ecological in environmental studies and science education) knowledge), making inferences about the beliefs

and values that motivate these actions Sample questions: “What are some benefits and challenges involved in offering Indigenous Sample questions: “How do Indigenous NBV3C language programs in place of French as a second environmental studies and science programs language in elementary or secondary schools? help postsecondary students prepare for work How might school boards and communities with Indigenous communities in the field address the challenges?” “What strategies might of environmental protection? What values postsecondary Indigenous student centres and underlie this work?” “In what ways have programs use to support student success and Indigenous-led organizations incorporated engagement? What barriers remain to student various ways of knowing into their work on success and how might they be overcome?” “In environmental justice and Indigenous rights? what ways does the Gabriel Dumont Institute How has this contributed to truth, reconciliation, of Native Studies and Applied Research support and renewal?” education and the renewal of Métis culture? What results has it had?” “What sort of educational D2.3 analyse the impact on both Indigenous programming does the Manitobah Mukluks and non-Indigenous individuals in Canada Storyboot School offer? How does this demon- of various government policies and actions strate an act of cultural revitalization?” intended to affirm truth, reconciliation, and renewal related to decolonization (e.g., the Ipperwash Inquiry brought attention to police D2. Truth, Reconciliation, and Renewal negligence and political bias, culminating in the return of disputed territory; the creation of Nunavut By the end of this course, students will: facilitated a consensus approach to self-governance, D2.1 analyse a variety of cultural observances/ restoring Inuit values and traditions to the political

events in terms of their contribution to truth, process; Canada’s statement of support for the RECLAMATION AND RECONCILIATION reconciliation, and renewal related to First United Nations Declaration on the Rights of Nations, Métis, and Inuit traditional knowledge Indigenous Peoples affirms the commitment of the and customs (e.g., the Back to Batoche Festival Canadian state to promoting and protecting the celebrates and promotes understanding of Métis rights of Indigenous peoples around the world) culture; the Arctic Winter Games build awareness Sample questions: “How has the consensus of the values of Inuit and other northern cultures approach to governance in Nunavut brought by facilitating social, cultural, and economic attention to Inuit knowledge, world views, and exchange among circumpolar communities; First aspirations?” “How has the formal apology by Nations vigils provide opportunities for cooperative the Canadian federal government to former organization and shared knowledge building) students of Indian residential schools affected Sample questions: “How do seasonal gatherings non-Indigenous attitudes towards assimilation of communities belonging to the same culture and diversity? What consequences has the 227 228 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, College Preparation D2.4 D3.1 By theendofthiscourse,studentswill: D3. Canadian society?” Inuit individualsandcommunities and reconciliation betweenFirstNations,Métis, Constitution Act, 1982,setthestageforadvancing or whynot?”“Howdoessection35ofthe supports anation-to-nationrelationship? Why, reconciliation? Doyouthinktheagreement of theNunavutLandClaims Agreement for Aboriginal title?”“Whatare someimplications viewed intermsofhistoricalevidenceabout Columbia, 1997,changethewayoralhistoryis in Ontario?”“HowdidDelgamuukwv. British values? Howmightthiscaseaffect landclaims has thecaseaffected publicperceptions ofthese and traditionallanduse?Inyouropinion,how Nations rightsrelated totreaty relationships build understandingandacceptanceofFirst Mikisew CreeFirst Nationv. Canada,2005, Sample questions:“Howdocasessuchas through itsimplementation) Inuit social, cultural, andeconomicwell-being Land ClaimsAgreementisdedicatedtoachieving diminish existingAboriginalrights;theNunavut and Freedoms precludestheuseofcharter to obligations inlaw;theCanadianCharterofRights Aboriginal fishingrightssubstantiatetreaty nation relationships (e.g., courtactionstoprotect Aboriginal title,treaty rights,andnation-totruth, reconciliation, andrenewal regarding various judicial/legal actionsintendedtoaffirm and non-IndigenousindividualsinCanadaof committees toinform programmingonissues for sevengenerations;theestablishment ofadvisory tities ofIndigenouscommunities; globalplanning around theworld;recognition forthedistinctiden- society: respectfortherightsofIndigenous peoples in socialandpoliticaldecision making;forglobal inclusion ofIndigenouspeoples asequalpartners justice, thesustainableuseofnaturalresources, the to cleanwater; forCanada:reconciliationand educational autonomy, economicprosperity, access (e.g., forcommunities:truthtellingandhealing, communities, forCanada,andglobalsociety organizations characterizeasimportantfor and reconciliation?” province ofOntarioadvanceself-governance Ontario, thegovernmentofCanada,and understanding betweentheMétisNationof “How doesthetripartitememorandumof apology hadforresidential schoolsurvivors?” Nations, Métis,andInuitindividuals

analyse theimpactonbothIndigenous analyse avarietyofaspirationsthatFirst Aspirations andSocialAction

D3.2 to address climatechange?” be inconsideringtheseperspectivesefforts and worldviews?Whatbenefitsmightthere How dotheyreflect Indigenousknowledge peoples inCanadaandothercountriessimilar? are theenvironmental aspirationsofIndigenous on mutualunderstandingandrespect?” “How report encouragesrenewed relationships based What are some specificwaysinwhichthe Métis, andInuitaspirationsworldviews? Commission ofCanadareflect FirstNations, Final Reportofthe Truth andReconciliation “How dothecallstoactionexpressed inthe How dotheseefforts reflect Inuitvalues?” improved access tomentalhealthservices? working togethertosupporttheaspirationof ments andInuitcommunity-basedorganizations Sample questions:“Inwhatwaysare govern- renewed relationships knowledge andworldviewspromote of howtheseaspirationsreflect Indigenous self-governance andself-determination)interms related toIndigenouspeoples, such assovereignty/ of Canada?” the Truth andReconciliationCommission students inresponse tothecalls toactionof they are deliveringeducationtoIndigenous and universitiesre-examining thewaysin which some oftheirachievements?” “Howare colleges to academicandskillsdevelopment? Whatare order toaddress Métisaspirationswithrespect has theMétisNationofOntariodevelopedin and womentostartabusiness?”“Whatprograms and fundingare availabletoIndigenousyouth better addressed?” “Whatspecific resources management? Howmightthesechallengesbe still facewithrespect tomentalhealthcrisis First Nations,Métis,andInuitcommunities evidence canyouoffer?” “Whatchallengesdo Has thepartnershipachieveditsgoals?What and supportshasthepartnershipexperienced? urban Indigenouscommunity?Whatobstacles partnership betweenahealthnetworkandan Sample questions:“Whatare thegoalsofthis achievements andcontinuingchallenges for Indigenouswomen),andanalysetheir by bankinginstitutions;entrepreneurshipprograms bursaries, andfinancialliteracy resourcesprovided First Nations, Métis, andInuitartists;scholarships, awards andfellowshipsforemergingestablished Métis, andInuitindividuals; Ontario ArtsCouncil funding offeredthroughIndspiretoFirst Nations, children andyouth;programs, resources, and and culturallybasededucationforFirst Nations Shannen’s Dreamcampaignforequitablefunding and Inuitaspirations(e.g., withreferenceto social initiativestosupportFirstNations,Métis,

interpret andexplainthegoalsofavariety

World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada, Grade 11

Workplace Preparation NBV3E

This course explores diverse knowledge, world views, and aspirations that shape the actions of First Nations, Métis, and Inuit individuals and communities in Canada. Students will examine issues of identity facing First Nations, Métis, and Inuit individuals and communities with respect to changing relationships with the land, nature, one another, and Canada. Students will explore their own and others’ world views, and the factors that shape world views over time, to develop an understanding of how traditional and contemporary beliefs and values influence the aspirations and practices of First Nations, Métis, and Inuit communities. Students are given the opportunity to develop further understanding about the impacts of colonization and how reconciling diverse knowledge, world views, and aspirations contributes to a call for societal understanding.

Prerequisite: First Nations, Métis, and Inuit in Canada, Grade 10, Open, or Canadian History since World War I, Grade 10, Academic or Applied, or the Grade 10 locally developed compulsory credit (LDCC) course in history

229 230 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation A1.3 A1.2 A3. A4. A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. related to justice could be applied in a community related tojustice couldbeappliedinacommunity First Nations,Métis,orInuit beliefsandvalues guide yourresearch ifyouwere exploringhow Sample questions:“Whatquestionsmight research andinquiry management?” Métis, andInuitapproaches tonaturalresource “What are somekeyconceptsinFirstNations, centre ofyourVenn diagramofInuitvalues?” Sample questions:“Whatmightyouputatthe storming, theuseofvisualorganizers) topics (e.g., throughlistening, discussion, brain - to identifytopicsforresearch andinquiry community financial/economicmanagement) First Nations, Métis, and/orInuitapproaches to the purposeandprocessesofrestorativejustice; two-spirited peopleincontemporarycommunities; in theworkplace;roleofIndigenouswomenand natural resourcemanagement;culturalprotocols role ofIndigenousecologicalknowledge, orIEK, in Inuit individualsandcommunities(e.g., the shape theactionsofFirstNations,Métis,and knowledge, worldviews,andaspirationsthat

RESEARCH ANDINQUIRY SKILLS

formulate effective questions toguidetheir identify keyconceptsrelated totheirselected explore avarietyofthemesrelated tothe Exploring explore topicsknowledge, to related the world shape the that views, aspirations and create research plans, and locate and select information relevant to their chosen chosen relevant to their information select locate and and plans, research create assess, record, analyse, and synthesize information gathered through through gathered information synthesize and record, analyse, assess, communicate the results of their research and inquiry clearly inquiry and research of their results the communicate

A2.1 Throughout thiscourse,studentswill: A2. natural, physical, spiritual, cultural, and/or human, the acknowledge theconnectionsbetween ship building;respect: explainhowtheywill by the work; engagerelation- mutual sustained in with thosewho maybeaffected speak and to listen stages, togiveandreceiveinformation, andto process andresultsoftheirinvestigation atall the naturalworld;reciprocity: plantosharethe tigation forancestors, futuregenerations, and/or of theproject;assessconsequencesinves- clearly articulatethemotivationforandpurpose of knowingandrelated protocols (e.g., intent: and thattheyacknowledgeIndigenousways principles ofintent,reciprocity, andrespect interviews), ensuringthattheirplansapplythe research toolssuch assurveys, questionnaires, or method; identifysourcesofinformation;develop their selectedtopics(e.g., outlinepurposeand to structure yourinquiry?” communities, howmightyouusequestions different FirstNations,Métis,andInuit economic managementanddevelopmentin the focusofyourresearch?” “Asyouinvestigate questions youhavedevelopedtonarrow organization?” “Howmightyouchangethe setting suchasaworkplaceorvolunteer

create appropriate research planstoinvestigate Investigating emotional contexts of the topic; identify which Sample questions: “What points in this news- World Views and Aspirations of First Nations, paper article relate to your topic?” “When was

types of knowledge can or cannot be shared, and Métis, and Inuit Communities in Canada seek informed consent from Indigenous individuals this source produced, and who produced it? and/or communities when necessary) How might these factors influence its reliability?” “Whose perspectives are represented in this Sample questions: “What is the purpose of your source? Whose voice is missing? What other investigation? What methods will you use to perspectives might make the material more look for information?” “What consequences relevant to your inquiry?” “How can you might your investigation have for the individuals check whether this website contains accurate you consult? What steps can you take to ensure information? Is it representative of the that they have given you informed consent to Indigenous perspectives or peoples you record and share the information? What types are investigating? Why, or why not?” of information might they choose not to share with you? Why?” “Why is the practice of gift A3.2 record and organize information and key giving when seeking knowledge, guidance, ideas using a variety of formats (e.g., notes, or advice important?” “How might you focus graphic organizers, summaries, audio/digital your research on business start-ups in First records) Nations, Métis, and/or Inuit communities?” A3.3 analyse and interpret research information A2.2 locate and select information relevant to (e.g., compare information provided in written their investigations from a variety of primary documents, oral stories, and interviews; determine and/or secondary sources, including Indigenous whether common themes arise in different sources) knowledge sources (e.g., primary sources: interviews; surveys and questionnaires; statistics; Sample questions: “How does the information legislation and treaties; work manuals; original in these two interviews on your topic differ?

media such as photographs, land registries, logs What do the differences reveal? How are the and journals, political cartoons, art works, songs, sources the same? What do these common NBV3E stories, posters; secondary sources: short and/or themes suggest about your topic?” documentary films, conference papers or news articles, summaries of court cases, most podcasts, A3.4 demonstrate academic honesty by most websites, textbooks) documenting the sources of all information generated through research Sample questions: “What is an example of an Indigenous knowledge source?” “Why should A3.5 synthesize findings and formulate conclusions you consult both primary and secondary sources (e.g., weigh and connect information to determine in your investigation?” “Why might you consult the answer to their research question; assess the an Indigenous community or individual? extent to which their findings may be affected What could these sources contribute to your by factors not included in their research design; investigation?” determine whether their results support or contradict their hypothesis) A2.3 based on preliminary research, formulate a hypothesis, thesis statement, or critical question Sample questions: “What connections did you for each investigation, and use it to focus their find in the information you gathered about inquiry First Nations, Métis, and Inuit perspectives on humans and on nature?” “Which of your sources suggests that the environmental impact of this A3. Processing Information [mine/pipeline] built on [First Nations/Métis/ Inuit] land was justified by the benefits? Which Throughout this course, students will: sources suggest the opposite? Do any of the A3.1 assess various aspects of information gathered sources represent the [First Nations/Métis/ Inuit] perspective and relationship to the land

from Indigenous and non-Indigenous knowledge RESEARCH AND INQUIRY SKILLS sources, using general research criteria (e.g., accurately? Which assessments do you find accuracy, relevance, reliability, inherent values and more persuasive, and why?” bias, voice) and respecting Indigenous world views and ways of knowing (e.g., avoiding A4. Communicating and Reflecting claims of universality, hierarchical knowledge, and/or exclusive authority; acknowledging social, Throughout this course, students will: historical, economic, and political context; demonstrating an understanding that the perspectives A4.1 use an appropriate format (e.g., oral expressed in diverse knowledge sources are shaped presentation, graph, brochure, flyer, poster, by world views that may challenge one another) multimedia presentation, web page, spreadsheet)

231 232 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation A4.2 Métis, andInuitbusinessstart-ups?” summarize yourinformationaboutFirstNations, meanings?” “Howmightyouusegraphsto to acommunitycelebrationandillustratetheir key ideasaboutIndigenousprotocols related what waycouldsketchnoteshelpyouselect spiritual, human,andnaturalworlds?”“In chart toshowtherelationships betweenthe Sample questions:“Howmightyouuseaflow and audience and inquiryeffectively foraspecificpurpose to communicatetheresults oftheirresearch forms ofecologicalknowledge?” How isitthesameasordifferent from other “What isIndigenousecologicalknowledge? inaFirstNationsorInuitcontext?” term ‘Elder’ inaMétiscontextandthe the term‘Senator’ similarities anddifferences are there between mean inaFirstNationscontext?”“What Sample questions:“Whatdoes‘nationhood’ traditional territory, ethnogenesis) medicines, self-governance, traditionalknowledge, ecological knowledge, nationhood, traditional Métis communities, Métis root ancestors, Indigenous Nations, Métis, Inuit, creation, community, historic views andexperiences(e.g., Indigenous, First various FirstNations,Métis,andInuitworld

use correctly terms andphrasesrelated to A4.4 A4.3 clearlycommunicatetheresults oftheir a deeperunderstandingofyourtopic?” Métis, andInuitknowledgesources giveyou standing?” “InwhatwaysdidFirstNations, does thisnewinformationchangeyourunder what youalready knewaboutthetopic?How information yougathered confirmorcontradict Sample questions:“Inwhatwaysdidthe Indigenous knowledgeandwaysofknowing and communicationskills,whilerespecting and evaluatingtheirownresearch, inquiry, research andinquiryprocess byreflecting on provide acreditslistforillustrativematerial) or endnotes, includein-textauthor-date citations, raphy orareferencelistinAPA style, usefootnotes acknowledging sources (e.g., generateabibliog- and followdocumentationconventionsfor logically, uselanguageconventionsproperly), inquiries (e.g., writecoherently, organizeideas

demonstrate an understanding of the general demonstrate anunderstandingofthegeneral -

World Views and Aspirations of First Nations,

B. UNDERSTANDING AND RESPECTING Métis, and Inuit Communities in Canada WORLD VIEWS AND CULTURAL DIVERSITY

OVERALL EXPECTATIONS By the end of this course, students will:

NBV3E

SPECIFIC EXPECTATIONS

B1. The Concept of World View “Think of a specific belief you learned from your community. What are some other communities By the end of this course, students will: or cultures that share this belief? Why do you think different cultures often have beliefs in B1.1 identify several different elements of a world common?” “How do your beliefs and values view or belief system (e.g., beliefs about creation, UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY influence the way you make financial decisions? the relationship between humanity and the natural How is this the same as or different from the world, existence after death; ways of giving thanks; approach to financial decision making you kinship and family structures; rites of passage; can identify in another culture, community, forms of governance; criteria for community or family?” membership, approaches to economic sustainability and prosperity), providing examples from more B1.3 explain how several different aspects of than one culture daily life and common aspirations in Canada Sample questions: “What are some ways of are shaped by and reflect specific beliefs and giving thanks in different cultures?” “What values (e.g., with reference to land ownership, core are some typical elements of a world view that community values, social acceptance, individual explain and/or regulate human relationships?” identity, education, marriage, adoption, birth), identifying some similarities and differences B1.2 compare their own and at least one other between Indigenous and non-Indigenous world view to identify some common purposes beliefs and values and functions of a belief system (e.g., as a frame- Sample questions: “What beliefs are reflected work for thinking about the meaning of life; a set in Canadian federal policies on resource of values on which to base decisions and behaviour; development? In what ways do these beliefs as the foundation of individual and collective differ from those held by some First Nations, identity; as a guide to interactions with others) Métis, and Inuit communities in Canada?” Sample questions: “What example can you give “What beliefs and values influence how animal of a time when your world view helped you rights groups view the harvesting of animals? make an important decision?” “How does your How does this differ from the beliefs and world view influence your sense of identity?” values of the Métis Nation?” “How does the

233 234 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation B2.2 B2.1 By theendofthiscourse,studentswill: B2. revitalize Indigenous languages?” “What kind kind revitalize“What Indigenous languages?” Caribou Boyillustrate?” animals, andnature doestheDenestoryof belief abouttherelationship betweenhumans, does musichaveasimilarrole?” “Whatcommon world view?InwhichotherIndigenouscultures role hasmusichistoricallyplayedinaMétis you findinotherIndigenouscultures?” “What values? Whatexamplesofsimilarvaluescan Métis storyofthegivingtree reflect community traditional usesdemonstrate?”“Howdoesthe do theyhaveincommon?Whatbeliefsthese Although theseusesvaryacross Canada,what in FirstNations,Métis,andInuitcommunities? are sometraditionalusesofplantsandanimals and planningforfuture generations?”“What this themeandbeliefsabouttheenvironment stories? Whatare someconnectionsbetween greed appearinFirstNations,Métis,andInuit Sample questions:“Where dowarningsabout and actionstakefuturegenerationsintoaccount) greed reflectaworldviewinwhich currentdecisions an equalchance tospeak;storiesthatwarn about emphasizes respectandequalitybygivingeveryone uphold anon-hierarchical worldviewthat they reflect aworldview(e.g., healingcircles ceremonial songsanddances),explainhow community giftgiving, storytelling, healingcircles, smudging, traditionalusesofplantsandanimals, naming practices, acknowledging traditionallands, world, two-spiritedness;customs:birthingand animals, thehumanrelationshipwithnatural (e.g., beliefs:aboutcreation, inheritance, marriage, Nations, Métis,andInuitbeliefscustoms and knowledgeaboutanimalconservation?” shared Indigenousandnon-Indigenousbeliefs communities safefrom polarbearsreflect Nunavut government’sapproach tokeeping Métis, andInuitconsiderit imperativeto Sample questions:“WhydomanyFirstNations, their clan, community, andnation) by acknowledging theirspiritname alongwith they affirmtheirspiritualand collectiveidentity introduce themselvesinanIndigenouslanguage when someFirst NationsandMétisindividuals relationship betweenthepeopleandland; songs inIndigenouslanguagesexpressthesacred sustains culturalvaluesandidentities(e.g., use ofFirstNations,Métis,andInuitlanguages

make andexplaininferences abouthowthe identify somecommonelementsofFirst World Views First Nations,Métis,andInuit

B2.3 B2.4 identity?” practice supportculturalvaluesand clan, community, andnation?Howdoesthis referring totheirancestralorspiritualname, of informationdoindividualsprovide when What figure mightyoucompare Ti-Jean to?” Métis storiesaboutTi-Jean teach aboutvalues? Indigenous culture canyouidentity?”“Whatdo a figure? Whatsimilarfigure from another In youropinion,whatisthepurposeofsuch Akhlut inInuitstoriesconnectlandandsea? How dotheydiffer?” “Howdoesthefigure of things dotheyteachtheircommunitymembers? relationships withtheEarth?Whatsimilar Grandfather SunconveyaboutFirstNations telling?” “WhatdoGrandmotherMoonand connections suggestaboutthenature ofstory- and thefigure of Windigo? Whatdothese make betweentheMétisstoryofRougarou communities?” “Whatconnectionscanyou Coyote, andtheWeetigo inotherFirstNations to ordifferent from Nanabush,Nanbozho, associated with?HowistheWindigo similar Windigo, andwhichculture isthisfigure Sample questions:“Whatistherole ofthe and KumugweinKwakwaka’wakw tradition) the Haidacreationstory;NuliajukinInuitstories Woman inHaudenosauneetraditionandRaven tradition andtheRougarouinMétisculture;Sky Grandfather Sun;the Windigo inAnishinaabe (e.g., withreferencetoGrandmotherMoonand First Nations,Métis,andInuitbeliefsystems different significantfigures associatedwith city ofToronto?” “Whatisthe significanceof are associatedwiththesiteof whatisnowthe resources were usedhistorically?Whatbeliefs storytelling tellusaboutthe ways inwhichland First StoryToronto? Whatdoesthisurban-based express?” “Howisstorytellingbeingused by values doesthiscontemporary useofwaterways waterways withinaMétisworldview?What of theirancestors?Whatisthesignificance Métis NationofOntarioretracing theportages Sample questions:“Whyare youthfrom the mountains tofindasenseofself) world, andcommunitymembersstillgotothese Torngat Mountainstocommunicatewiththespirit of Nunatsiavut[Labrador]usedtotravelthe in directingthespiritsofdead;Inuitshamans that theSerpentMoundsatRiceLakeplayarole (e.g., membersoftheHiawatha First Nationbelieve and continuetobeassociatedwiththosesites explain thebeliefsand/or valuesthathavebeen Nations, Métis,andInuitcommunities, significant intheworldviewsofvariousFirst

describe andcompare theroles ofseveral identify severaldifferent locationsthatare Akikodijiwan (Chaudière Falls) and the adjacent ways to stay up to date about current issues World Views and Aspirations of First Nations,

islands to the Algonquins of Pikwàkanagàn affecting a local Indigenous community? How Métis, and Inuit Communities in Canada First Nation? What vision of the falls and might you use your knowledge to support the islands did Elder William Commanda have?” inclusion of First Nations, Métis, and Inuit voices in school projects?” “Before you visit a B2.5 analyse some Indigenous ceremonies and cultural site on the territory of a local First other traditional practices in terms of how Nation community, how should you prepare?” these practices help define individual and/or “How might you demonstrate respectful collective roles and responsibilities within a listening during a group discussion in which world view (e.g., potlatch binds communities group members have diverse world views?” together in a celebration of sharing, distribution of wealth, and confirmation of social positions; B3.2 analyse some First Nations, Métis, and Inuit the strawberry fast teaches young Haudenosaunee cultural works in terms of what they communi- women about womanhood, love, and community; cate about cultural identity and/or cross-cultural Inuit traditional sporting activities and games interaction (e.g., explain how Annie Pootoogook’s support community building and help hunters art challenges viewers’ expectations about daily prepare for the hunting season by improving life in the Arctic; evaluate a poem or a short film their physical strength) by a First Nation, Métis, or Inuk writer/director as a response to cultural stereotyping; interpret Sample questions: “What do young First the message about identity communicated by Nations women learn during a strawberry a clothing design that incorporates Indigenous fast, and in what ways? Why are these lessons cultural symbols) important in a contemporary context?” “In the Nunavik region, how does the naming ceremony Sample questions: “What does this spoken- reflect Inuit beliefs about family?” “What roles word performance by a First Nation youth

do children, parents, and grandparents have communicate about the impact of racism? during a Métis community hunt? What do What do you think the performer wants you to NBV3E these roles suggest about community values?” understand?” “After selecting and viewing a short film from the Wapikoni Mobile catalogue, how do you think the work challenged some B3. Cultural Awareness Skills and cultural stereotypes of First Nations identity? Strategies What message about cross-cultural interactions do you think the Indigenous youth who directed By the end of this course, students will: the film wanted to communicate?” B3.1 identify some cultural awareness skills and strategies (e.g., remaining open to different world B3.3 explain how some policies regulating public UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY views when comparing how current issues related institutions in Canada have challenged and to Indigenous communities are expressed in continue to challenge Indigenous cultural Indigenous and mainstream media; demonstrating practices (e.g., fire codes may prohibit smudging respect for First Nations, Métis, and Inuit com- in public facilities; workplace policy governing munities by exploring their histories and current employees’ appearance may prevent Indigenous aspirations prior to visiting cultural and/or workers from wearing their hair long for cultural historical sites located within their territories; and spiritual reasons; the school calendar does identifying ways to respectfully confer with First not always accommodate seasonally specific Nations, Métis, and Inuit individuals to ensure cultural practices, such as hunting), and suggest that their beliefs, values, and aspirations are a few strategies to ensure that these institu- included in a new school or community-based tions are inclusive (e.g., developing smudging initiative; seeking mentoring relationships with protocols and guidelines; creating more flexible/ First Nations, Métis, and Inuit individuals to build creative workplace guidelines; presenting invited understanding and knowledge), and apply them guests with gifts or offerings; adjusting the school when exploring First Nations, Métis, and Inuit calendar in some communities to permit students ways of knowing, world views, and contributions to participate in community hunts) to society Sample questions: “What policies outlined Sample questions: “How can you ensure that in this workplace manual might affect the you are being respectful to First Nations, Métis, cultural identities of Indigenous employees? and Inuit community partners as you work on What practical strategy might you use to an initiative to make the realities faced by those make this workplace more inclusive?” “How communities more visible in your school or in have some traditional Indigenous roles and a volunteer or work setting?” “What are some responsibilities been affected by regulations

235 236 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation B3.4 histories and current realities into school events realities intoschoolevents current and histories incorporate Indigenous to community school you workwithyourteacher, principal,orthe might territory onwhichtheylive?”“How community toacknowledgetheFirstNations you dotoencouragemembersoftheschool to address inyourinitiative?”“Whatcould developing culturalawareness doyouwant “What aspectsofusingculturalprotocols and do youwantyourexhibitiontohighlight?” community’s historyandcurrent reality Sample questions:“Whataspectsofthis Métis, orInuitcommunity) reality, and/orculturalprotocolsofaFirst Nation, increase awareness ofthehistory, contemporary community; afilmfestivalorotherartseventto school aboutthevoicesandperspectivesof community tospeaktheclassorwhole community; hostingaguestfromlocalIndigenous raising cross-culturalawareness withintheschool student grouptoshareideasandperspectiveson realities withintheschoolcommunity(e.g., a First Nations,Métis,andInuitcultures and roles safelyandappropriately?” regulations berevised toaccommodatethese governing publicfacilities?Howmightsuch nition Week?” Recog Treaties and such asRemembranceDay

design aninitiativetobuildawareness of

World Views and Aspirations of First Nations,

C. COLONIZATION AND Métis, and Inuit Communities in Canada DECOLONIZATION

OVERALL EXPECTATIONS By the end of this course, students will:

SPECIFIC EXPECTATIONS

C1. Colonialism and Colonization world views and aspirations of First Nations, Métis, and Inuit children and their families?” NBV3E By the end of this course, students will: “How did the disc number system instituted by the federal government work? How did this C1.1 demonstrate an understanding of the key system infringe on traditional Inuit naming concepts associated with colonialism, describing practices? What connection can you make how these concepts were put into practice in between the disc number system and the what would be called Canada (e.g., the concept treatment of Inuit as First Nations within the of terra nullius assumed that First Nations territory scope of the Indian Act?” “How has the Indian was “nobody’s land”, or unclaimed land, ignoring Act used gender inequity as an assimilationist First Nations sovereignty and permitting the strategy? In what ways has the Descheneaux forced relocation of Indigenous communities; the case directed the government to respond to “civilizing mission” embodied the concept that discrimination in the Indian Act? What is the it was a duty to impose European values, leading outcome to date?” to the suppression of Indigenous languages and cultural and spiritual practices) C1.3 make and explain inferences about the use Sample questions: “In what specific ways has of political and judicial systems in Canada to the concept of terra nullius affected First Nations, enforce colonialist approaches to the ownership, Métis, and Inuit communities in Canada?” development, and management of land and “How has the concept of paternalism been natural resources (e.g., with reference to treaties, used to justify the appropriation of First the federal scrip policy, specific and comprehensive Nations territories?” “How have paternalistic land claims, the extinguishment of title, court cases) policies challenged the role of clan mothers

Sample questions: “How was the scrip system COLONIZATION AND DECOLONIZATION in First Nations matriarchal societies?” used to disperse the Métis? What colonialist concepts do you think motivated this policy?” C1.2 explain some ways in which the concept “In your opinion, has the Manitoba government’s of assimilation has been put into practice in approach to the Nelson River Hydroelectric Canada, and assess various consequences for Project and the Wuskwatim hydroelectric First Nations, Métis, and Inuit individuals, project on Burntwood River been influenced communities, world views, and aspirations by colonialist concepts? Why, or why not?” (e.g., with reference to the residential school system, “In what ways did the federal government’s “Indian” day schools, the Indian Act, the disc response to the Nunavut Land Claims Agreement number system for Inuit, the Sixties Scoop) attempt to enforce a colonialist relationship? How Sample questions: “How did the residential did Nunavut Tunngavik Incorporated v. Canada, school system regulate the daily life of students? 2014, challenge that position?” What effect did these policies have on the 237 238 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation C2.2 C2.1 By theendofthiscourse,studentswill: C2. aspirations, andactions;honouringtreaty First Nations, Métis, andInuitworldviews, policies; recognizingandrespectingcontemporary Indigenous perspectivesintocontemporarypublic continuing effectsofcolonization;incorporating context ofsocialchange(e.g., acknowledging the goals ofdecolonizationandresilience inthe the contextofdecolonization?” isHow society? itcontemporary significant in “How istheterm‘settlerCanadian’usedin resilience ofFirstNations,Métis,andInuit?” traditional lands help developawareness ofthe learning abouttreaties, treaty territories,and work togethertosupportthisgoal?”“Howcan Indigenous andnon-Indigenousindividuals promoting decolonization?Inwhatwayscan contemporary Canadiansocietyhavein ‘decolonization’ mean?Whatrole should Sample questions:“Whatdoestheterm ments anddistinctIndigenousgovernments) respectful relationshipsbetweenCanadiangovern- language; achieving self-determinationthrough educational attainment;revitalizingcultureand of lifecurrentandfuturegenerations;improving new societalperspectives;ensuringthequality and youth, andsupportingtheirroleinshaping Indigenous communities, grassrootsorganizations, agreements; acknowledging theresilienceof Truth andReconciliationCommission ofCanada what specificwaysdoesthe Final Reportofthe does thecampaignreflect andsupport?” “In women? Whatbeliefs,values, andaspirations impact ofcolonialistpolicies onIndigenous Moose HideCampaignaddress thecontinuing for thesemovements?”“Inwhatwaysdoesthe might non-Indigenous individuals show support to achievespecificdecolonizationgoals?How find ofFirstNations,Métis,andInuitefforts Sample questions:“Whatexamplescanyou participation inpublicforums) (e.g., throughworkplacepolicies, volunteerwork, appropriate waystosupporttheseinitiatives campaigns; teach-ins andprotests),suggest against two-spiritedindividuals;socialmedia Indigenous womenandgirls, discrimination health, environmentalprotection, challenges facing address issuesrelatedtoeducationandtraining, with Indigenousgovernmentsandorganizationsto policies inCanada(e.g., processesandconsultations awareness ofthecontinuingimpactcolonialist

demonstrate anunderstandingofthekey identify and describe some initiatives to raise identify anddescribesomeinitiativestoraise Social Change Resilience, and Decolonization,

C2.3 C2.4 commission’s recommendations?” are someworkplacesshowingsupportforthe acknowledge theimpactofcolonization?How economic development?” local environmental issuesandinfluencing communities inOntarioresponding to Consultation CommitteesinvolveMétis motivated thecampaign?”“HowdoRegional First NationinNewBrunswick? Whatvalues media inanti-frackingprotests atElsipogtog of itsaspirations?”“Whatwastherole ofsocial community referring tosection35insupport What examplecanyougiveofaFirstNation role inlanddevelopmentissuesCanada? of theConstitution Act hasplayedasignificant view?” “Whatare somewaysinwhichsection35 do theseresponsibilities reflect anInuitworld management ofland,water, andwildlife?How Tunngavik Incorporatedwithrespect tothe Sample questions:“Whatistherole ofNunavut that motivatetheseefforts about thebeliefs,values,and/or aspirations forestry management),andmakeinferences and water; communitytraininginsustainable the protectionofsacredsites, naturalresources, wildlife speciesthatarepartofatraditionaldiet; protection ofsacredherbsandnativeplant land use(e.g., supportforbiologicaldiversityand control overlocal economicdevelopmentand Métis, andInuitinitiativestoassertcommunity zation and/or strengthening ofthelanguage?” standardization ofInuktitutaffect therevitali Michif culturallysignificant?” “Howmightthe many Métisconsidertheability tospeak did youdiscoverinyourresearch? Whydo “What strategiestorevitalize theMichiflanguage What techniquesdoestheprogram use?” with respect toIndigenouslanguageloss? speakers. Whyisthatapproach important it notonlyteacheslanguagebutalsocreates Kentyohkwa organization emphasizesthat languages cando?”“TheOnkwawenna ancestral landsmore closelythanother languages connectcommunitiestotheir Sample questions:“WhymightIndigenous that motivatetheseefforts about thebeliefs,values,and/or aspirations in on-reserveschools), andmakeinferences immersion programs, developinglanguageprograms programs, promotingcommunity-based language members gainaccesstopostsecondarylanguage loss Métis, andInuitinitiativestoaddress language

identify anddescribesomeFirstNations, identify anddescribesomeFirstNations, (e.g., usinglanguagenests, helpingcommunity

C2.5 analyse some forms and uses of contemporary World Views and Aspirations of First Nations,

technology, media, and popular culture (e.g., Métis, and Inuit Communities in Canada video clips, online tutorials, video games, apps, podcasts, hashtags, Heritage minutes, commercially released films) in terms of how they support and/or promote First Nations, Métis, and Inuit knowledge, world views, aspirations, and actions Sample questions: “How does the app Honour Water promote Anishinaabe knowledge, world views, and aspirations?” “Who is the target audience of the radio show Unreserved? What techniques does it use to reach this audience, and how does it promote First Nations, Métis, and Inuit world views?” “Which decolonization goals do you think Wapikoni Mobile is attempting to support? What evidence can you give?” “How did the hashtag #makemuskratright help Innu in Labrador raise awareness about environmental issues related to the Muskrat Falls dam?”

NBV3E COLONIZATION AND DECOLONIZATION

239 240 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation D2. D3. D1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. to contemporarylife?” captains ofthehunt?Whyis thisrole relevant in thiseffort?” “Whatisthefunction ofMétis and values?Whomightthey approach tohelp health centres dotosupportIndigenousbeliefs community in thecommunity?”“Whatcan head veteran?Whatrole does that person play a have cultures Nation pipecarrier?”“Which Sample questions:“Whatistherole ofaFirst for children andyouth) through Indigenous-ledcommunity-basedprograms centres, teaching culturalknowledge andvalues traditional counsellingthroughIndigenoushealth community (e.g., offeringtraditionalhealingand the continuedimportanceoftheseroles inthe and identifyseveraldifferent strategiestoensure ceremonies tocleansethebody, mind, andsoul), conductors directparticipantsthroughpurification physical healthof the community;sweatlodge ceremonial dancestopromotethespiritualand traditions andculture;healingdancersperform Métis Senatorsteach communitymembersabout beliefs, values,andcustoms(e.g., Eldersand associated withFirstNations,Métis,andInuit

explain thefunctionofsomeindividualroles Reclaiming Traditional Beliefs, Reclaiming TraditionalBeliefs, Values, andCustoms RECONCILIATION RECLAMATION AND demonstrate an understanding of how building recognition recognition of how building understanding an demonstrate

D1.2 ing and closing aneventwiththeThanksgiving beliefs, values,andcustoms?” “Howdoesopen- individuals andfamiliesreclaim theircultural community level?Howdoes this helpIndigenous of IndigenousFriendshipCentres offer at the organizations suchastheOntario Federation understanding?” “Whatprogramming do allowing children tofastchallengecross-cultural benefits offasting?Howmightthecustom Sample questions:“Whatare thepurposesand to schools thatincorporatetraditionalpractices) not havethefinancialresourcestosend children animals andplantsforsubsistence;families may attempting toexercisetheircollectiverightharvest Inuit mayface publiclack ofunderstandingwhen like-minded individuals;First Nations, Métis, and advisors and/oropportunitiestointeractwith challenges: individualsmaylack accesstocultural cultural identityandtoothercommunitymembers; other ritesofpassageconnectsindividualstotheir name giving, birthingceremonies, funerals, and guidance; incorporatingtraditionalpracticesinto Indigenous youthwithspiritualsupportand such assmudging, prayer, andofferinggiftsprovide traditional societiesthatteach spiritualpractices challenges related totheseefforts (e.g., benefits: and communitiestoidentifyafewbenefits for FirstNations,Métis,andInuitindividuals knowledge andcustomsintocontemporarylife

analyse some strategies to integrate traditional analyse somestrategiestointegratetraditional

Address or a similar cultural expression of Sample questions: “What connections can World Views and Aspirations of First Nations,

spirituality complete the day of a belief adherent? you make between cultural understanding and Métis, and Inuit Communities in Canada Why does this practice remain relevant in reconciliation?” “In your opinion, how does contemporary life? What obstacles to this learning about a culture through reading or practice might individuals encounter?” “Why is watching a documentary differ from learning it customary to acknowledge the land on which through participating in a cultural event?” any meeting or gathering is held? What is being reclaimed in the process? What symbolism is D2.2 identify and describe several different ways involved in this practice?” “What is the role of in which efforts to promote First Nations, Métis, the Métis Nation of Ontario Healing and Wellness and Inuit environmental knowledge and Branch? In what ways are its activities grounded perspectives have contributed to truth, recon- in traditional knowledge?” ciliation, and renewal (e.g., land recovery projects for the protection of indigenous seeds and naturally D1.3 identify several different programs and grown foods engage Canadian society in the initiatives to reclaim a place for First Nations, connection between the people and the land; Métis, and Inuit beliefs, values, and customs in water walks raise awareness of the necessity education in Canada (e.g., Laurentian University of clean water and the importance of respecting has mandated that all students taking a bachelor of water as a gift from the natural world) arts degree take at least one course with Indigenous Sample questions: “What are some ways in content; some Canadian universities have signed a which Indigenous communities have drawn declaration to uphold the recommendations of the attention to the depletion of wild salmon Truth and Reconciliation Commission; schools are stocks? How do these actions follow or inviting First Nations, Métis, and Inuit community diverge from the principles expressed in the members, including Elders, to share their knowledge Haudenosaunee Two Row Wampum? How are

and participate in the school community; school they connected to truth and reconciliation?” boards and other community groups are providing “What have Josephine Mandamin’s water NBV3E intercultural capacity training for educators), and walks drawn attention to? How do her efforts explain how such efforts can influence society support reconciliation and renewal?” Sample questions: “How are Ontario high schools attempting to support First Nations, D2.3 analyse some government policies and Métis, and Inuit knowledge and world views actions in Canada intended to affirm truth, that have been eroded by colonization? Why reconciliation, and renewal related to decol- do these efforts benefit all students?” “Which onization to determine the key commitments of Canadian educational institutions offer Elder- these policies/actions and identify some results in-residence programs? What is the purpose (e.g., with reference to the Royal Commission on of such programs?” “How are First Nations, Aboriginal Peoples; the responses of provincial Métis, and Inuit beliefs, values, and customs governments to the calls to action expressed in being incorporated into your own education? the Final Report of the Truth and Reconciliation How does that affect your world view?” Commission of Canada; Canada’s statement of support for the United Nations Declaration on the Rights of Indigenous Peoples) D2. Truth, Reconciliation, and Renewal Sample questions: “What specific commitments By the end of this course, students will: have provincial governments made as a result of the Truth and Reconciliation Commission’s D2.1 make and explain some connections between calls to action? How have these commitments First Nations, Métis, and Inuit cultural affected your own education? What examples observances/events and the goals of truth, can you give?” reconciliation, and renewal (e.g., festivals offer RECLAMATION AND RECONCILIATION a setting for vendors to explain the cultural and D2.4 analyse some judicial/legal actions in spiritual messages of art works by First Nations, Canada intended to affirm truth, reconciliation, Métis, and Inuit individuals; powwows provide and renewal related to Aboriginal title, treaty a public forum for sharing traditional knowledge rights, and nation-to-nation relationships to through storytelling; country-wide Rendezvous determine the key stakeholders and processes events encourage wider understanding of Métis involved in these actions (e.g., land claim inter- culture; harvest camps strengthen Indigenous actions take place between First Nations, Métis, ecological knowledge and promote understanding or Inuit governments and organizations and of the connection between the people and the land) provincial or federal governments, and involve re-examining and reappraising the historical

241 242 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 11, Workplace Preparation D3.1 By theendofthiscourse,studentswill: D3. a landclaimsettlementtypicallycontain?” of informationdoesamediarelease about become prominent mediastories?Whatkind do youthinkthatlandclaimsettlementsoften “Who are the stakeholdersinlandclaims?Why relevant fornation-to-nationrelationships?” and landwith Aboriginal title?Whyisthis What istherelationship betweenCrown land defining inherent righttolandorterritory? law usetheconceptof‘Aboriginaltitle’when Sample questions:“HowdoesCanadianfederal law) rights, such ashuntingandfishingrights, within Constitution Act, 1982, enshrinessomeAboriginal holders’ competingvaluesandaspirations;the require areconciliation ofstake- settlements claim record withrespecttotraditionalterritories;land Nations communitiesacross Canada?How associated withcontaminatedwaterinFirst motivate thesegoals?”“Whatare somerisks across Canada?Whatvaluesdoyouthink aspirations ofIndigenousyouthincommunities Sample questions:“Whatare someshared contemporary values these aspirationsreflect bothtraditionaland practices), andmakeinferences abouthow around theworld, environmentallyresponsible society: respectforIndigenoushumanrights in socialandpoliticaldecisionmaking;forglobal for First Nations, Métis, andInuitcommunities nation-to-nation relationships;anequalvoice lands andwater; reconciliation andrenewed rights; forCanada:protectionoftraditional Indigenous ways oflife, includingharvesting health, andeducationservices;preservationof munities; ensuringaccesstoadequatehousing, between municipalitiesandFirst Nationscom- (e.g., forcommunities:buildingrelationships communities, forCanada,andglobalsociety organizations characterizeasimportantfor First Nations,Métis,andInuitindividuals

identify anddescribesomeaspirationsthat Aspirations andSocialAction D3.2 be addressed?” local healthservices?Howmightthesechallenges with respect toensuringculturallyresponsive do urbanIndigenouscommunitiesstillface offer toIndigenousfamilies?Whatchallenges supports dourbanIndigenoushealthcentres successes hastheprogram had?”“Whatunique specifically forMétisyouthinOntario?What career placementprogram wasdesigned Sample questions:“Whydoyouthinkasummer challenges identifying someachievementsandcontinuing information about careeroptions and opportunities) and Inuityouthprovideworkexperience entrepreneurship programsforFirst Nations, Métis, culturally responsiveservices;jobtrainingand for patientsandtheirfamilies bycoordinating patient navigatorsprovidesupportandadvocacy Métis, andInuitaspirations(e.g., Indigenous different socialinitiativestosupportFirstNations, Inuit territoriesaffected communityaspirations?” of pipelinesontraditionalFirstNationsand between landandpeople?Howhasthepresence oil andgaspipelineschangedtherelationship community lacktheseresources?” “Howhave meet theircommonaspirations?Whymighta resources doremote communitiesneedto values andsocialchange?”“Whatkindsof and howdotheiractionsreflect bothtraditional are FirstNationswomenaddressing thisissue,

interpret andexplainthegoalsofseveral

, Course Introduction

Contemporary Indigenous Issues and Perspectives in a Global Context, Grade 12

University/College Preparation (NDW4M)

OVERVIEW Despite the wide diversity of Indigenous peoples around the world, contemporary Indigenous cultures and communities share many perspectives, experiences, concerns, and aspirations. In this course, students examine global issues from the perspectives of Indigenous peoples, investigating topics such as identity, social justice, human rights, spirituality, resilience, and advocacy for change. Students draw on the depth and diversity of Indigenous cultures, traditions, and knowledge to consider how Indigenous commu nities around the world persevere despite current global political, social, and economic challenges.

Students learn about the threats to cultural survival posed by trends such as the loss of land as an economic base, environmental decline, lack of sovereignty/self-governance, the legacy of colonialism, globalization, language loss, and gender-based discrimination facing Indigenous women and girls. By encouraging students to examine the political, economic, and social context for a variety of interactions between Indigenous and non- Indigenous populations in several regions of the world, this course helps students build knowledge and skills that prepare them for meaningful participation in a globalized society.

As students make connections between contemporary global issues and cultural survival, they learn that all cultures benefit when Indigenous values, rights, and aspirations are respected. Students not only explore the impact of global trends on Indigenous lives and lived experiences but they also discover ways in which Indigenous knowledge and leadership can support efforts to address issues affecting all peoples. Students may investigate the benefits of incorporating Indigenous perspectives into resource management, for example, or of employing Indigenous leadership approaches within organizational structures. By exploring the values reflected in Indigenous concepts such as the two-eyed seeing model and planning for future generations – and by investigating how these values can guide approaches to the complex issues facing nations and peoples around the world – students extend their understanding of the contributions that Indigenous cultures make, and the value they add, to the global community. They also develop their awareness of the critical importance of building relationships based on truth and mutual respect.

243 STRANDS This course has four strands. Strand A, Political Inquiry and Skill Development, is followed by three content strands, which are organized thematically. The four strands are as follows:

B. Indigenous Peoples and Perspectives Students develop an understanding and appreciation of the global diversity of Indigenous peoples, and of the factors influencing how Indigenous identities are defined, affirmed, or denied. By exploring the deep connections between Indigenous peoples and the land, students learn to acknowledge the consequences of displacing Indigenous communities from their traditional territories. Students also examine the role of Indigenous knowledge and oral traditions in sustaining Indigenous cultures and beliefs.

C. Global Trends and Cultural Survival Students investigate a variety of contemporary economic, social, technological, and political trends to determine how they are related to the cultural survival of Indigenous peoples around the world. Students explore issues related to human rights, social justice, and self-determination. They analyse the balance of power in a variety of interactions between Indigenous and non-Indigenous groups to deepen their understanding of the connections between political power and cultural survival, as well as the key role of sovereignty/self-governance in sustaining Indigenous cultures.

D. Legal, Political, and Social Action Students learn about the ways in which the rights of Indigenous peoples around the world are defined, recognized, or obstructed in the judicial, political, and social arenas. They examine the roles and responsibilities of international/regional legal bodies, and of national governments and judiciaries, in implementing measures to uphold Indigenous rights. Students also develop an understanding of the influence of education, social action, and leadership on the promotion of Indigenous rights, aspirations, and perspectives in a global context. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

244 POLITICAL INQUIRY AND CONCEPTS OF POLITICAL THINKING 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 Indigenous studies courses. What follows below is a brief discussion of the political inquiry process, and the concepts of political thinking, in the context of the present course. For further information on these topics, teachers may wish to consult The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2015, p. 510.

In this course, students use the political inquiry process to investigate global issues from the perspectives of Indigenous peoples; to gather, analyse, assess, and evaluate evidence from a wide variety of sources, including Indigenous knowledge sources; to make informed judgements and reach supportable conclusions; and to communicate those judgements and conclusions effectively.

In the context of the present course, the concept of political significance requires students to determine the importance, in terms of their relevance for Indigenous peoples, of government policies; political or social issues, events, or developments; and the civic actions of individuals and groups. When students apply the concept of objectives and results, they determine the factors that lead or have led to events, policies, decisions, and/or plans of action relating to Indigenous peoples. The concept also requires students to analyse the range of effects that civic and political actions, government policies and decisions, and responses to civic issues may have for Indigenous individuals and communities. The concept of stability and change requires students to analyse how and why political institutions and government policies change over time or remain the same with respect to such issues as Indigenous rights, identity, governance, and land claims. Students determine how political structures and decisions contribute to stability and change within various Indigenous communities locally, nationally, and/or globally. Finally, the concept of political perspective requires students to analyse the beliefs and values that motivate Indigenous aspirations and shape Indigenous communities around the world. Students

analyse how these beliefs and values, as well as political ideologies, can affect perspec- NDW4MCOURSE INTRODUCTION: tives on or responses to civic issues. Students also develop their awareness of how stakeholder groups with dominant perspectives can influence the policies and platforms of political parties and political decisions that directly affect Indigenous peoples.

It is important to note that, although students use political thinking to guide and structure the inquiry process in this course, the topics they investigate are not only political but also economic, social, and cultural. Any study of Indigenous perspectives and realities must acknowledge the interconnected nature of the issues of greatest significance to

245 Indigenous peoples across the globe. When any of the thousands of Indigenous commu nities around the world advocate for self-identification, historical continuity, recognition of the fundamental importance of connection to traditional territories, or distinct governance systems, languages, and ways of knowing, their goals and actions are evidently, but not exclusively, political. The assertion of the right to sovereignty/self-governance also involves the wish to have autonomy in economic decision making and to develop social institutions that reflect Indigenous beliefs and values. Similarly, when Indigenous leaders approach global issues such as environmental protection by using strategies that reflect Indigenous knowledge, their political actions are socially and culturally motivated. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

246 Contemporary Indigenous Issues and Perspectives in a Global Context, Grade 12

University/College Preparation NDW4M

This course examines global issues from the perspectives of Indigenous peoples. Students will explore the depth and diversity of Indigenous cultures, traditions, and knowledge. Students will consider how diverse Indigenous communities persevere despite current global environmental and economic trends, and will investigate topics such as identity, social justice, human rights, spirituality, resilience, and advocacy for change.

Prerequisite: Any Grade 11 university, university/college, or college preparation course in First Nations, Métis, and Inuit studies, Canadian and world studies, or social sciences and humanities

247 248 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. version, andwhy didittakeadecadefor the disparity? WhydidCanada objecttothefinal the finaltextin2007?How do youexplainthe the draftdeclarationproduced in2006and UNDRIP?” “Whatare somedifferences between leaders involvedintheimplementation ofthe ask ifyouwere interviewingIndigenousyouth Sample questions:“Whatquestionsmightyou Commission ofCanada?) the callstoactionof Truth andReconciliation globally? Inwhatways didtheUNDRIPinfluence non-Indigenous communitiesandorganizations Commission ofCanadaforIndigenousand Final ReportoftheTruth andReconciliation questions: What aresomeconsequencesofthe Inuit inGreenland, andSamiinFinland?; causal self-governance strategiesofInuitinCanada, some similaritiesanddifferencesbetweenthe are Denmark?; comparativequestions:What adoption oftheUNDRIPbygovernment do GreenlandicInuitcontinuetoface despitethe Peoples [UNDRIP]domestically?; What challenges Nations DeclarationontheRightsofIndigenous the UnitedStatesdonetoimplement What havethefederalgovernmentsofCanadaand principles oftheCharterUnitedNations? factual questions: What arethe purposesand Indigenous peoplesaround theworld(e.g., events, and/or developmentsrelating to guide investigationsintocontemporaryissues,

Political Inquiry: careers in which the knowledge and skills acquired in this course might be an asset. an be might course this in acquired knowledge skills the and which in careers context, aglobal identify and in perspectives and realities Indigenous torelated contemporary Developing Transferable Skills: world; the peoples around events, issues, contemporary developments Indigenous to and contemporary investigating relating

formulate different typesofquestionsto Political Inquiry DEVELOPMENT POLITICAL INQUIRYPOLITICAL ANDSKILL use the political inquiry process and the concepts of political thinking when thinking of political concepts the and process inquiry political the use apply, in a variety of contexts, skills developed through investigations apply, investigations developed through of contexts, skills avariety in A1.2 might focusyourresearch?” peoples inCanadaandMexico,whatquestions compare thepoliticaldemandsofIndigenous Canada andtheUnitedStates?”“Asyou and theuseofHaudenosauneepassportsin and sovereignty through border crossing rights of Haudenosauneeefforts tomaintainidentity “What questionsmightguideyourinvestigation federal governmenttoendorsethedeclaration?” these documents?” “Howmightoraltraditions other sources mightyouusetosupplement issues related toyourinvestigation? What UN documentscanyoufind thataddress in manyIndigenouscommunities?” “What organization withrespect tothe watercrisis taken byanIndigenouscommunity or up-to-date informationabouttheposition Sample questions:“Where mightyoufind that theirsources reflect multipleperspectives research andmonographs, most websites),ensuring articles, newsstories, textbooks, essays, academic and otherfilms;secondarysources: periodical other printordigitalcorrespondence, documentaries and otherinternationalagreements, letters and statistics, surveys, financialdocuments, treaties and otherworksofart, policy statements, speeches, individuals, legislation, photographs, paintings primary sources: interviewswithlocalIndigenous including Indigenousknowledgesources (e.g., a varietyofprimaryandsecondarysources, Indigenous peoplesaround theworldfrom events, and/or developmentsrelating to and informationoncontemporaryissues,

select andorganize relevant evidence,data,

contribute evidence and information related Sample questions: “What type of graphic to your investigation?” “Whose views or organizer could help you compare the positions

perspectives are reflected in this source? Whose on your topic taken by Indigenous leaders in Contemporary Indigenous Issues and different countries?” “What criteria might you views are absent or overlooked? How can you Perspectives Context in a Global ensure that your sources reflect a variety of use to rank the significance of the effects of a perspectives, including Indigenous perspectives change in political or economic policy related from diverse communities, peoples, and/or to Indigenous individuals and communities? nations?” How might the ranking change if you adopted different criteria?” A1.3 assess the accuracy and credibility of sources relevant to their investigations (e.g., identify the A1.5 use the concepts of political thinking (i.e., lens through which the source reports information; political significance, objectives and results, compare the information in one source to that in stability and change, political perspective) other sources in order to assess its accuracy; compare when analysing, evaluating evidence about, how the evidence is constructed or presented in and formulating conclusions and/or judgements different sources; consider the influence of purpose, regarding contemporary issues, events, and/or intended audience, bias, and values), while developments relating to Indigenous peoples respecting Indigenous world views and around the world (e.g., apply the concept of ways of knowing (e.g., acknowledging that the political significance to help them assess the perspectives expressed in diverse knowledge sources impact of a political decision on Indigenous are shaped by world views that may challenge one populations and/or communities in a particular another; questioning claims of exclusive authority) country; consider the concept of objectives and results when evaluating the effectiveness of the Sample questions: “What information do you work of a non-governmental organization that need to help you determine whether a source is promotes Indigenous rights; use the concept of credible or which sources are the most credible? stability and change when analysing the evolution In the context of evaluating the credibility of a NDW4M of the Indigenous policies of a particular state; source, who decides whether a voice is authentic, apply the concept of political perspective when and how?” “What is the two-eyed seeing analysing government support or lack of support framework? How is it used to embrace the for a particular UN resolution) contributions of both First Nations and Western ways of knowing? How does it help you assess Sample questions: “What is the political the credibility of your sources?” “What types of significance of soliciting Indigenous voters to biases can be easily detected in a source? What support mainstream political parties?” “Why types might be more difficult to detect? What might it be appropriate to analyse the issue of bias can you detect in this particular source? deforestation from a human rights perspective? What evidence from the source can you offer What other perspectives might you consider? to support your opinion? What evidence might What concepts of political thinking might you offer from another source that reveals the you apply to help you assess the causes and limitations of the first source?” “How might consequences of deforestation?” “In what ways this news story be told differently to incorporate do you think Indigenous and non-Indigenous Indigenous perspectives and cultural values? governance systems are the same or different? How would this make the report more What political perspective informs your authentic?” “Why should Indigenous opinion?” “In what ways is the Panamanian perspectives on Indigenous experiences health care system blending Western and be acknowledged as authoritative?” traditional medical practices in the services it POLITICAL INQUIRY AND SKILL DEVELOPMENT provides to Indigenous individuals? How can A1.4 interpret and analyse evidence, data, and you apply the concept of objectives and results information relevant to their investigations, to assess the impact of this policy?” using various tools, strategies, and approaches appropriate for political inquiry (e.g., use a A1.6 evaluate and synthesize their findings to compare/contrast diagram to help them analyse formulate conclusions and make informed information they have gathered about different judgements or predictions about the issues, countries’ responses to the same issue; use a events, and/or developments they are spreadsheet to record and graphically represent investigating financial data; use a matrix to organize information Sample questions: “Did your findings challenge when comparing the points of view of several your initial assumptions about the topic? If so, leaders and politicians; assess the validity and in what ways?” “As you review your research, rank the importance of various points made what facts do you consider to be the most in their sources; discuss, clarify, and compare important in supporting your conclusion? positions on an issue with their peers)

249 250 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation A1.9 A1.8 A1.7 * Thecitizenship educationframeworkappearson page11. interviews, oralevidence/teachings/stories) books, filmsorvideos, policy documents, websites, all sources ofinformation(e.g., articles, blogs, bibliographies, referencelists) toacknowledge (e.g., footnotesorendnotes, author/datecitations, “What are somewaysinwhichpowerrelations preferred inthecurrent internationalcontext?” and regionally? Whyis‘Indigenous’generally use ofthesetermsevolvedhistorically, culturally, able? Why, orwhynot? Howhasthecontextual ‘Aboriginal’, ‘Indian’,and‘Native’interchange- Sample questions:“Are theterms‘Indigenous’, to theconceptsofpoliticalthinking) Indigenous protocolsandpractices, termsrelated of Indigenouscommunitiesornationsandto experienced marginalization and/or trauma?” ways thatare sensitivetothosewhomayhave “How canyoucommunicateyourfindingsin engaging wayofpresenting theinformation?” of youraudienceandthemosteffective and this format,haveyouconsidered boththeneeds to communicatingyourfindings?Inselecting Sample questions:“Whatformatisbestsuited to qualityhealthcare) editorial cartooncritiquingIndigenousaccess climate change ontraditionalterritories;an organizing todrawattentiontheimpactof which Indigenouspeoplesaroundtheworldare water supply;anews reportabouttheways in connections betweenlocalplantsandfood about ecologicalinterconnections, including UNDRIP; ablogpostonIndigenousknowledge globally; acriticalessayontheprovisionsof of Indigenouspeoplesarebecomingmorerespected a debateonwhetherthetreatyrightsandsovereignty for cleandrinkingwater inIndigenouscommunities; (e.g., apresentationtoraiseawareness oftheneed as appropriate fortheaudienceandpurpose conclusions, usingvariousformatsandstyles, perspective ontheissue?” of yourinquiryinfluencepolitical your investigation?”“Howdidtheresults considerations are importanttoconsiderin of resource managementissues?Whatethical culture inCameroon influenceyourjudgement persuasive?” “DoyourfindingsaboutBaka Which arguments doyoufindtobethemost appropriate terminologyrelatedtothenames specific tothetopicand/orregionalcontext, the results oftheirinvestigations(e.g., vocabulary the audienceandpurposewhencommunicating

communicate theirideas,arguments, and assess anduseterminologyappropriate to use acceptedformsofdocumentation

A2.2 A2.1 Throughout this course,studentswill: A2. be anengagedcitizen?” everyday life?Howdotheseskillshelpyou issue? Howmightyouusethesameskillsin skills didyouapplytoresolve thiscomplex Sample questions:“Whatdecision-making the worldofwork,andtheirfuture lives be transferred topostsecondaryopportunities, framework,* includingadvocacyskills,thatcan as skillsrelated tothecitizenshipeduca problem solving, andfindinginformation),aswell task planningandorganization, decisionmaking, cation, andnumeracy; thinkingskillsrelatedtojob writing, documentuse, computeruse, oralcommuni essential skills(e.g., skillsrelatedtoreadingtexts, around theworldcanhelpthemdevelop related tocontemporaryIndigenousrealities whom?” nations are considered acceptable,andby Indigenous individuals,communities,and groups influencewhichterms relating to between Indigenousandnon-Indigenous protocols duringtheproject?” “Howcanyou ensure thatyoufollowedculturallyappropriate group assignmentsuccessfully?” “Howdidyou you thinkare themostnecessary tocompletea people’s responses?” “What work habitsdo of questioningandyourinterpretation ofother How mightyourownbiasesaffect yourline affecting Indigenouspeoplesorcommunities? uals are voicingopinionsaboutacurrent issue ways tolistenandaskquestionswhenindivid- Sample questions:“Whatare someeffective working collaboratively) initiative, organization, andself-regulationwhen apply workhabitssuch asresponsibility, inclusivity, relevant culturalprotocolsinavarietyofcontexts; express opinionsclearlyandcalmly;adhereto that areinformedbyarangeofperspectives, and and decision-makingskillstoformulateopinions discussions anddebates;applycritical-thinking empathy andrespect forotherpeopleduring groups fromdiversebackgrounds; demonstrate positive relationshipswithindividualsand/or attributes such asrespectandcooperationtobuild points ofviewthatdifferfromtheirown;use (e.g., showwillingnesstoconsiderandaccommodate realities andperspectivesinaglobalcontext investigations intocontemporaryIndigenous skills, andworkhabitsdevelopedthrough

describe several ways in which investigations describe severalwaysinwhichinvestigations demonstrate ineverydaycontextsattributes, Developing TransferableSkills tion tion

judge if your work appropriately represents A2.4 identify various careers in the private and and is culturally responsive to the Indigenous public sectors in which a background in global

peoples you are studying?” Indigenous perspectives and realities might be Contemporary Indigenous Issues and

an asset (e.g., educator, community development Perspectives Context in a Global A2.3 apply the concepts of political thinking officer, media correspondent or journalist, lobbyist for when analysing current events relating to a non-governmental organization, lawyer, mediator, Indigenous peoples globally (e.g., the release of researcher, policy analyst, politician, environmental new data on Indigenous mortality rates; a consul- consultant, artist, community and/or youth outreach tative political process on an issue that affects worker, health care professional, investor), and Indigenous peoples nationally or internationally; compare the education and/or training pathways the decision of a public institution or government for selected careers to offer an apology for past injustices towards Sample questions: “What lessons have you Indigenous communities, peoples, and/or nations) learned in this course, and what skills have you in order to enhance their understanding of developed, that would be useful in a journalism these events and their role as informed citizens career? How might you apply them? How are Sample questions: “What different political Indigenous journalists changing the news perspectives are national political parties taking narrative in Canada?” “Considering the job on this land claim? How long have these per- market of the future in Canada, why might spectives been evident, and why is that significant understanding First Nations, Métis, and Inuit for current developments in this process?” “What governance, histories, and contemporary realities current events reflect the impact of the 2016 be necessary for a successful career? In what Supreme Court ruling in Daniels v. Canada that specific ways do you think employment in

Métis and non-status Indians in Canada are education, justice, and health care will change?” ‘Indians’ under section 91(24) of the Constitution “How might Indigenous principles inform Act? What is the political significance of the investment decisions? In which careers is ruling?” “What is the political significance of this relevant?” NDW4M the New Zealand government recognizing the Whanganui River as a person, with the same rights as a human being?” “The traditional lands of Ngäbe-Buglé people are located in the Costa Rica–Panama border region. Which concepts of political thinking help you understand the implications of the drive to register Ngäbe-Buglé individuals as legal residents of one state or the other? What are the objectives and results of this effort?” “What factors are involved in negotiations over the return by Australian museums of remains taken from Ainu burial sites without permission? In what ways do the political perspectives of Ainu, Japanese, and Australian stakeholders differ? How do you account for these differences?” POLITICAL INQUIRY AND SKILL DEVELOPMENT

251 252 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation B2. B3. B1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS B1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS B. B1. “Drawing onyourknowledge ofvariousways in internationaltreaties and conventions?” these peoplestoberecognized asdistinct their nationalities?Whyisit importantfor Indigenous peoplesofNepal usetorefer to instead of‘tribe’?”“Whattermsdothe prefer theterm‘ethnicgroup’ or‘nation’ some Indigenousindividualsandcommunities Tribal PeoplesConvention,1989?”“Whydo peoples are outlinedintheIndigenousand standing thediversityofworld’sIndigenous Indigenous peoples?Whatcriteriaforunder Nations adoptedanofficialdefinition of Sample questions:“Whyhasn’ttheUnited at internationalforums) through non-governmentalorganizationsand/or efforts toincreasevisibilityandrepresentation internationally andlegallysanctioneddefinitions; rights totraditionalterritoriesandnaturalresources; Indigenous community;ways oflife; with referencetocitizenshipormembershipinan of cultures tosupporttheirconclusions(e.g., denied, drawingonevidencefrom avariety and diversitymaybedefined,affirmed,or

Indigenous peoples; Indigenous world and of practices of views avariety sociocultural the between distinguishing or denied, diversityaffirmed, may ofdefined, and be identity how and Indigenous cultures, peoples and Identity: and Diversity sustaining world views, and protecting cultural heritage. world cultural views, protecting and sustaining responsibilities, communal fulfilling in storywork and storytelling, knowledge, Indigenous role of of the understanding an demonstrate Traditions: Oral and Knowledge Indigenous management; resource on perspectives Indigenous benefits of the and territories traditional of from displacement world, consequences the the peoples around Indigenous analysing to land the of significance of the understanding an demonstrate Land: the to Connections

analyse waysinwhichIndigenousidentity PERSPECTIVES INDIGENOUS PEOPLESAND Diversity andIdentity demonstrate an understanding of the global diversity of Indigenous diversity of global Indigenous of the understanding an demonstrate

- B1.2 has influencedyouropinion?” undermine Indigenousidentity?Whatevidence do youthinkthatlegaldefinitionssupportor such asbyregistered statusorbloodquantum, in whichIndigenousidentitybeenlegislated, shaped nationalunderstanding ofhistorical have theirownlanguage,religion, andculture’ recognize Ainu asIndigenous people‘who Japanese parliamentofaresolution toofficially or identities?”“Howhasthe adoptionbythe European colonizationaffected Aymara identity evidence canyougive?Inwhatwayshas or severaldiverse Aymara cultures? What think there isacohesive Aymara culture communities inseveralcountries,doyou Sample questions:“Afterresearching Aymara diverse populations continue to shape theidentitiesofthese to determinehowtheyhaveshapedand some historical,social,and/or politicalfactors various regionsofSouthAmerica),andanalyse in AlaskaandSiberia;AinuJapan; Aymara in regions ofCanada, Greenland, andAlaska; Yupik Nepal; Yurakaré inBolivia;InuittheArctic Zealand]; EnaweneNaweinBrazil;Madhesi Karen in Thailand; Ma¯ori inAotearoa[New around theworld(e.g., SamiinnorthernEurope;

identify arangeofIndigenouspeoples

discrimination against the Ainu? What current Anangu?” “The United Nations Educational, social factors help or obstruct efforts to keep Scientific and Cultural Organization (UNESCO)

Ainu culture and traditions alive?” is working with Indigenous organizations and Contemporary Indigenous Issues and

individuals, especially traditional knowledge Perspectives Context in a Global B1.3 compare the sociocultural/socio-political keepers, to counter the view that water is simply practices of Indigenous peoples in several a commodity. What is the motivation for this different regions of the world to identify initiative?” “How has climate change affected similarities and differences in the world views the land-based spiritual practices of Indigenous that these practices reflect and express (e.g., peoples across Africa?” “In what ways are the with reference to the transmission of cultural issues that Indigenous peoples face with respect heritage, social relations and observances, economic to land remarkably similar in all Commonwealth organization and practices, political structures and states? How does a comparative analysis of state governance approaches, relationships with the Indigenous policies explain these similarities?” environment, approaches to health and wellness) B2.2 explain the significance of Indigenous Sample questions: “What are some similarities perspectives and practices for land stewardship and differences between Mãori health practices and resource management in a global context in Aotearoa (New Zealand) and Polynesian (e.g., with reference to the protection of species health practices in Hawai’i? What do you think habitats, forest management systems, the extraction these similarities and differences reveal about of natural resources, the granting of personhood to the world views of these peoples? In what ways bodies of water, strategies to address climate change), do you think colonial experiences have shaped identifying and describing some contemporary the differences?” “How do the political structures efforts to acknowledge these perspectives and of the Indigenous peoples of mainland Australia follow these practices compare with those of Torres Strait Islanders? What connections can you make between these Sample questions: “What are some ways in approaches to governance and world view?” which resource managers around the world are NDW4M attempting to incorporate Indigenous ecological knowledge into public land and resource B2. Connections to the Land management? What is their motivation?” “How can governments protect lands and waterways By the end of this course, students will: that have spiritual and cultural significance to B2.1 analyse the impact on Indigenous peoples of Indigenous peoples? Why is it important to physical changes to and/or displacement from do so? How can conservationists support these traditional lands, assessing the causes of change initiatives?” “How did the principles laid out in and the results of some contemporary efforts to the 1994 report of the Clayoquot Sound Scientific address the consequences (e.g., with reference to Panel reflect Indigenous world views? In what the threat to the traditional religious practice of ways are these principles relevant to international rain making posed by drought in Zimbabwe and standards for sustainable forest practices?” Tanzania; the depletion of wild plant foods and “In what ways does Indigenous land use materials used by the Baka people, caused by clash with the philosophy that underwrites deforestation in Cameroon; the destruction of conservation practices? How do Indigenous songlines in Australia; the relocation of the San land management practices differ from people in southern Africa; successive removals conservation approaches? What attempts of the Lenape people in the United States; the are being made to reconcile these views?” forced displacement of Indigenous peoples due to development of the Bakun Dam in Malaysia; INDIGENOUS PEOPLES AND PERSPECTIVES the eviction of Indigenous communities across B3. Indigenous Knowledge and Oral the United States to make room for national Traditions parks in the name of conservation) By the end of this course, students will: Sample questions: “How have government B3.1 policies and land development practices affected analyse the role of storytelling and storywork the rights and the daily life of the Ati people in the transmission of Indigenous knowledge, of Boracay Island in the Philippines?” “What values, and identity, drawing on evidence from effects did the relocation of the San people, or a variety of cultures to support their conclusions Bushmen, of southern Africa have on their way (e.g., with reference to providing guidance about of life? How have the Bushmen responded?” community roles, core values, and ways to maintain “Why was Uluru, a well-known natural land- stability and balance; transmitting cultural protocols; mark in Australia, returned to the Pitjantjatjara educating individuals about their place in the world and the interconnection of past, present, and future;

253 254 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation of communication?” and influencecontemporaryIndigenousforms what waysdoIndigenousoraltraditionsinform similar toordifferent from storytelling?”“In is thepurposeofsonglines?Howare they associated withIndigenousstorytelling?”“What scholar, explain thecommunalresponsibilities tribally enrolled NambéPueblopublisherand work important?”“HowdoesDebbieReese,a ‘re-storying’, colonialhistories?Whyisthis Linda Tuhiwai Smithre-examining, or of theOkanaganNation,andMãorischolar Sto:lo/Coast SalishNation,Jeannette Armstrong storywork writerssuchasLeeMaracleofthe communities ornations?”“Howare Indigenous to share stories withindividualsfrom other “Why are storytellerssometimeshesitant culture? What specificexamplescanyougive?” youth understandtheirhistories,identities,and Navajo intheUnitedStateshelpchildren and can storiesfrom theQuechuainPeru andthe each otheraboutthewaysofearth?”“How the storyofWhiteBuffalo CalfWoman toteach Sample questions:“HowdoLakotapeopleuse adapting tothespecificenvironment) on howtocarefortraditionallandsbased phenomena, and/orsacredplaces;offeringinstruction explaining theoriginofIndigenouspeoples, natural

B3.2 responsibilities?” Indigenous perspectivesoncommunity and waysofknowing?Howdotheyreflect strategies drawonIndigenousknowledge and environmental advocacy?Howdothese viduals andcommunitiesinsocial,political, meaningful participationofIndigenousindi- Cultural Survivalemploytopromote the does thenon-governmentalorganization on Indigenousknowledge?”“Whatstrategies resources? Inwhatwaysare theseefforts based commodification ofwater, oil,andothernatural Nigerian governmentovertheaccelerating to challengeinternationalcompaniesandthe Indigenous landdefendersinNigeriaused Sample questions:“Whatstrategieshave resources, landdevelopmentpoliciesandactions) and hunting, intellectualproperty, accesstonatural customary law, treatylaw, nationalborders, fishing self-determination, localcommunityprotocols, trends (e.g., withreferencetocollectivesecurity, being challengedbyglobalsocio-economic community rightsandresponsibilities thatare in theprotection andexercise ofIndigenous

analyse therole ofIndigenousknowledge

C. GLOBAL TRENDS AND CULTURAL Contemporary Indigenous Issues and

SURVIVAL Perspectives Context in a Global

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Economic, Social, and Technological Trends: demonstrate an understanding of key global economic, social, and technological trends, issues, and developments related to the cultural survival of Indigenous peoples; C2. Human Rights, Social Justice, and Cultural Survival: demonstrate an understanding of various legal and social factors affecting the human rights of Indigenous peoples, including the role and rights of Indigenous women and children and the relationship between living conditions and human rights; C3. Political Trends and Power Relations: demonstrate an understanding of the connections between political power and cultural survival, analysing the balance of power in a variety of interactions

between Indigenous and non-Indigenous groups; C4. The Concept of Self-Determination: demonstrate an understanding of the concept of self-determination, exploring a variety of perspectives on and arguments for Indigenous NDW4M sovereignty/self-governance.

SPECIFIC EXPECTATIONS

C1. Economic, Social, and Technological economic interests of Indigenous communities?” Trends “Why do many Indigenous individuals think that the 1994 North American Free Trade By the end of this course, students will: Agreement did not take Indigenous interests into account? How has this agreement affected C1.1 analyse a variety of current economic trends, the basic rights and cultural survival of issues, and/or developments affecting the Indigenous populations in the United States, rights of Indigenous peoples around the world, Mexico, and Canada?” including rights related to traditional lands and territories, water, and natural resources, to C1.2 make and explain some connections between determine their connection to cultural survival language use and cultural survival, drawing (e.g., with reference to loss of land as an economic on evidence from Indigenous communities in base, resource extraction projects, the pursuit of several different countries (e.g., with reference to

trade agreements, demand for goods produced GLOBAL TRENDS AND CULTURAL SURVIVAL the legacy of residential/boarding school systems under fair and equitable conditions that do not in North America, Scandinavia, Central and South harm the environment, the effects of economic America, Australia, and/or other regions; globaliza- development on water quality) tion as a factor in sustaining linguistic diversity; Sample questions: “How do the United Nations the significance of multi-tiered approaches to Declaration on the Rights of Indigenous Peoples, language revitalization that involve government 2007, and the Indigenous and Tribal Peoples policy and Indigenous community engagement; Convention, 1989, attempt to protect Indigenous the need to maintain sufficient numbers of peoples’ rights to land and natural resources? Indigenous-language speakers to continue the How is this protection related to cultural transmission of cultural knowledge) survival?” “What is the purpose of the 2001 Sample questions: “What causes language loss? Land Law in Cambodia? How has its imple- What impact does it have on human cultural mentation and enforcement affected the diversity?” “The Intra- and Inter-culturalism and

255 256 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation C1.3 C2.1 By theendofthiscourse,studentswill: C2. communities?” institutions andservicesforIndigenous is technologyaffecting accesstofinancial the sacred siteofUluru in Australia?” “How of usingvirtualreality technologytoportray cultural survival?”“Whatare somebenefits ences? Inwhatwaysdosocialmediachallenge Indigenous cultures, perspectives,andexperi- support thetransmissionofknowledgeabout to culturalsurvival?”“Howcansocialmedia in Australia? Howare theseinitiativesconnected Indigenous andnon-Indigenousyoungpeople being usedtoreduce healthinequitiesbetween find ofmobileandweb-basedapplications Sample questions:“Whatexamplescanyou reserves donothavereliableconnectivity) voting inbandcouncilelections, manyremote locations; althoughonlineplatformscanfacilitate people aboutsacredsiteswithoutdisturbingthe inequity; virtualrealitytechnology caneducate improving healthoutcomesandreducingsocial to deliverhealtheducationIndigenousyouth, with culturalcontinuity;mobileappscanbeused introduce ideasandvaluesthatareincompatible knowledge andoffermutualsupportbutmayalso Indigenous families andcommunitiestoshare communities (e.g., socialmediaenablediverse or challengetheculturalsurvivalofIndigenous technologies, includingsocialmedia,support porary communicationsandinformation challenges persist?” What successeshastheUPIIP had,andwhat survival? Howdiditreform languageeducation? did thispolicyshiftaffect Indigenouscultural promote Indigenouslanguages.Inwhatways in Bolivia2006todecolonizeeducationand Plurilingualism Unit,orUPIIP, wasestablished knowledge; violence againstcommunitymembers and intellectualpropertysuch as environmental and traditions;inadequateprotection ofcultural lack ofgovernmentsupportfor Indigenouslaws forced assimilation;lack ofself-determination; levels ofliteracy; limitedaccess tohealthservices; inadequate housing;vulnerability topoverty;lower of naturalresourcesonIndigenousterritories; water, andsanitation;useand/ordegradation resources/services such astraditionalfood, clean removal andrelocation;inadequateaccessto loss ofancestralland, includingthroughforcible by Indigenouspeoplesaround theworld(e.g.,

describe keyhumanrightschallengesfaced evaluate avarietyofwaysinwhichcontem Cultural Survival and Human Rights, SocialJustice,

- C2.2 C2.3 human rightsissue?” costs inremote communities?Howisthisa can bedonetoreduce highenergy andfood to livingconditionsand/orwayoflife?”“What land andresources? Howisthisissuerelated Indigenous peoplestoownanddeveloptheir of IndigenousPeoplessupporttheright the UnitedNationsDeclarationonRights to land?”“Inwhatwaysdoarticles2532of to adequatehousingandIndigenousrights connection canyoumakebetweentheright other populationsinthesameregions?” “What and/or economicdisadvantagerelative to discrimination orbeenatacultural,social, Indigenous peopleshaveeitherfacedsystemic tions?” “Whatare somewaysinwhich Indigenous peoplesshare withotherpopula- Sample questions:“Whatuniversalrightsdo conditions, andwayoflife connections betweenhumanrights,living of languageand/orculture),andexplainsome who attempttodefendIndigenousrights;loss girls; the forced displacement of women and children; girls; theforced displacement ofwomenandchildren; tion, andviolenceagainst Indigenouswomenand Guatemala; gender-based discrimination, exploita - Indigenous women’s rights incountriessuch as values tofuturegenerations;the strugglefor transmission ofsocial, economic, andcultural their humanrights(e.g., withreferenceto the factors thatnecessitatethelegalprotection of children inculturalsurvival,identifyingvarious justice issue?Whyisitahumanrightsissue?” of anIndigenoussociety?Whyisthisasocial dominant culture affect theculturalsurvival are somedifferences?” “Inwhatwayscana processes dotheseinitiativesshare? What populations? Whatcommonpurposeand reconciliation efforts regarding their Indigenous name thathaveundertakentruth-seeking and Sample questions:“Whichcountriescanyou cultures) rights andsupportthepreservationofIndigenous educational systemsthataccommodatelanguage and humanitarianrelief;theestablishmentof communities havecleanwater, medicalservices, of pastinjustices;effortstoensurethatIndigenous ciliation initiatives, reparations, andrecognition peoples; theeffectsofapologies, truthandrecon- conflict resolutionbetweenstatesandIndigenous 2007; nation-to-nationprotocolsandmeasuresfor Declaration ontheRightsofIndigenousPeoples, ments’ interpretationsoftheUnitedNations survival (e.g., withreferencetonationalgovern- their connectiontohumanrightsandcultural social justiceforIndigenouspeoplestodetermine

analyse therole ofIndigenouswomenand analyse keyglobaldevelopmentsrelated to

loss of community membership for women who political conflict over water resources in marry non-Indigenous partners; the need for Australia?” “What are some causes of the

women to function as heads of clans and/or the eviction of Rohingya people from Myanmar? Contemporary Indigenous Issues and

voice of their communities in times of conflict; How has the Myanmar government responded? Perspectives Context in a Global state-coerced sterilization; missing and murdered In what ways is the crisis a nationalist issue? Indigenous women and girls) How is it connected to the balance of power between Indigenous and non-Indigenous Sample questions: “In what ways has the dis- peoples?” placement of Indigenous women from their traditional territories in southeast Asia affected C3.2 analyse the impact of globalization on the their way of life, and with what consequences?” political power of Indigenous communities and “What cultural impact does military conflict organizations (e.g., with reference to organizational have on contemporary Andean Indigenous recruitment and fundraising; electoral processes women raising children in southern Colombia?” and representation; the capacity to organize and/or “How can the 1989 United Nations Convention operate internationally; the ability to raise awareness on the Rights of the Child help foster dialogue of and reduce tolerance for ecological and human about the work required to support Indigenous rights violations; relations between Indigenous children?” “What supports are available in communities in different countries; offers by Nicaragua to prevent violence against Indigenous human rights advocates and environmentalists women and girls and/or to address the factors to provide Indigenous communities/organizations that contribute to violence?” “What public with financial, technical, and/or advocacy support; health policy has ignored the reproductive the mobilization of government support and rights of Indigenous women in Peru? How international media attention) have human rights organizations attempted to seek justice for affected women?” “What role Sample questions: “What role do you think have Indigenous women played with respect social networking has in advancing the political to the Dakota Access Pipeline? How is this power of Indigenous organizations?” “What NDW4M a human rights issue? How is it a cultural connection can you make between globalization survival issue?” and Indigenous political representation in areas with large Indigenous populations, such as Aotearoa (New Zealand) and Bolivia?” C3. Political Trends and Power Relations C3.3 analyse the exercise and balance of power between parties involved in various contem- By the end of this course, students will: porary conflicts over the land, culture, and/or C3.1 analyse a variety of current political trends, livelihood of Indigenous communities (e.g., issues, and/or developments, including ways the protest by Standing Rock Sioux Tribe and its to address the continued impact of colonialism, supporters over the Dakota Access Pipeline; the in terms of their influence on the political power massacre of Akuntsu people by Brazilian cattle of Indigenous peoples in several different ranchers; continuing armed resistance by Indians regions of the world (e.g., with reference to political in Chiapas, Mexico, in response to land privatization; support for resource extraction on Indigenous lands; the 1990 Oka Crisis in Canada, resulting from the duty to consult and accommodate Indigenous attempted encroachment onto sacred land; the peoples; reconciliation processes; non-Indigenous 2009 border-crossing dispute between Mohawk nationalist movements; the withholding or granting people and Canadian border services officers of citizenship to particular ethnic groups; political at Akwesasane; the efforts of Q’eqchi’ Mayan communities in Guatemala to reclaim the sacred consultations and negotiations between Indigenous GLOBAL TRENDS AND CULTURAL SURVIVAL nations and non-Indigenous nation states) site of Semuc Champey from eco-tourism) Sample questions: “How have reconciliation Sample questions: “In what ways has non- processes in South Africa and/or Canada Indigenous encroachment into the Amazonian affected the power balance between Indigenous rainforest affected the Akuntsu and Kanoê communities and national governments?” people of Brazil? What power do these “How might you describe Indigenous and Indigenous communities have to resist such non-Indigenous approaches to water resources? encroachment?” “What conflict has been How have these competing perceptions become provoked by uranium mining in the northern a political issue in Ecuador, Bolivia, and/or Peru? Flinders Ranges in South Australia? Which In what ways do non-Indigenous settlement parties have been involved in the dispute, and Indigenous political power factor into this and how have they approached the issue?” clash? How is this similar to or different from

257 258 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation C4.2 C4.1 By theendofthiscourse,studentswill: C4. water affect theabilityofIndigenouspeoples a spiritualrelationship withthelandand and self-governance?”“Inwhatwaysdoes differences betweensovereignty, independence, perspective, whatare somesimilaritiesand Sample questions:“From anIndigenous the universalrightofself-determination) which Indigenouspeopleshaveoccupiedtheland; with thelandandwater; thelengthoftimeover Indigenous peoplesofaspiritualrelationship self-determination in supportofIndigenousnationhoodand self-governance toidentifysomearguments and modelsofIndigenoussovereignty/ the intergovernmental organization in1945?” of Indigenouspeoplessincetheinception self-determination becomemore supportive has theUnitedNations’interpretation of determination claimsandconflicts?”“How put inplacetoassisttheresolution ofself- “What mechanismshastheUnitedNations determination andpromote itsimplementation?” the UnitedNationsdemonstraterespect forself- of self-determination?”“Inwhatwaysdoes Sample questions:“Whatistheprinciple survival why self-determinationisessentialtocultural Convention, 1989[No. 169]),andsuggestreasons Rights, 1966;theIndigenousand Tribal Peoples International CovenantonCivilandPolitical Populations Convention, 1957[No. 107];the Refugees, 1951;theIndigenousand Tribal Nations ConventionRelatingtotheStatusof Geneva Conventions, 1929–49;theUnited the CharterofUnitedNations, 1945;the in internationallaw(e.g. withreferenceto as acore principleandfundamentalright

explain theevolutionofself-determination analyse avarietyofperspectiveson The ConceptofSelf-Determination (e.g., theimportancefor

C4.3 peoples?” treaty workagainsttheaimsofIndigenous “How doesthenon-Indigenousnotionofa their politicalstatusandgovernancesystems?” the abilityofIndigenouscommunitiestodefine involvement ofsettlergovernmentschallenge sovereignty/self-governance?” “Howdoesthe governments haveindefiningIndigenous Sample questions:“Whatrole dosettler these challengesforculturalsurvival representation), analysingthesignificanceof respect forIndigenousvalues, inadequatelegal sovereign nations, lack ofconsultation, lack of these communities(e.g., lack ofrecognitionas implement internationaltreaties thataffect as settlergovernmentscreate, ratify, and determining Indigenouscommunitiesface redefine thelegalstatusofKuna Yala?” the SanBlasIslandsofPanama.Howdidit replaced theIndigenousreserve systemin Comarca ofSanBlas(Kuna Yala) arrangement mental toachievingself-determination?”“The natural resources? Whyisthisprocess funda- attempting tosecure rightsoverlandand Sami peopleinFinland,Norway, andSweden Why, orwhynot?”“Inwhatspecificwaysare provides amodelforothernationstoconsider? between NewZealandersandMãoripeople, in certainareas, suchashasbeendeveloped think thattheconceptofshared sovereignty to establishsovereignty agreements?” “Doyou

explain variouschallengesthatself-

D. LEGAL, POLITICAL, AND SOCIAL Contemporary Indigenous Issues and

ACTION Perspectives Context in a Global

OVERALL EXPECTATIONS By the end of this course, students will:

D1. International and Regional Law: demonstrate an understanding of the role of international and regional law, and of associated bodies and legal instruments, in upholding or obstructing the rights of Indigenous peoples around the world; D2. National Legislative and Judicial Action: demonstrate an understanding of the responsibility of national governments and judiciaries to uphold Indigenous rights, analysing a range of legislative and judicial actions to define and support those rights; D3. Education and Capacity Building: demonstrate an understanding of the significance of educational capacity, including capacity for language education, in protecting, preserving, and revitalizing Indigenous cultures;

D4. Social Action and Global Leadership: demonstrate an understanding of key factors that influence social action, and analyse various initiatives to support Indigenous aspirations and perspectives globally in terms of the leadership strategies they employ. NDW4M

SPECIFIC EXPECTATIONS

D1. International and Regional Law D1.2 analyse the role of the United Nations and the International Court of Justice in the preservation By the end of this course, students will: of Indigenous cultures (e.g., as a means to ensure that the governments of member nations uphold D1.1 demonstrate an understanding of the purpose the rights of Indigenous peoples; as a legal recourse and function of an international legal system, when Indigenous cultural and human rights have identifying and explaining some individual and been violated; as authoritative sources that develop collective interests that an international system globally recognized definitions of Indigenous status is intended to defend and/or promote (e.g., and rights) occupation of territory, nationhood, recognition as a distinct ethno-cultural group, ownership/ Sample questions: “Which articles of the United management of natural resources, political Nations Declaration on the Rights of Indigenous representation) Peoples (UNDRIP) provide an international framework for the interpretation and support Sample questions: “What is the purpose of an of rights associated with Indigenous spiritual international legal system? Whose interests practices? How do the articles define these does it serve?” “Why might it be important to ACTION SOCIAL AND POLITICAL, LEGAL, rights? How are these rights connected to cooperate on an international level to protect cultural preservation?” “In what ways has Indigenous populations at a local or national the United Nations responded to the call to level?” “What criticisms can be made about a recognize the rights of Indigenous peoples as legal system designed to protect the rights and distinct and separate from the sovereignty of status of Indigenous peoples? Do you agree? states that colonized their nations?” “What Why, or why not?” “How can an international responsibilities and obligations do governments system centred on states protect Indigenous have under the UNDRIP to maintain and rights? Do you think that the interests of states facilitate the rights of Indigenous peoples?” tend to be acknowledged more than those of Indigenous peoples? Why, or why not?”

259 260 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation D2.1 By theendofthiscourse,studentswill: D1.3 D2. How dothetwoinstitutionsworktogether?” Inter-American CommissiononHumanRights? How doitsfunctionsdiffer from thoseofthe of theInter-American CourtofHumanRights? Union? Howdotheyso?”“Whatistherole and alllevelsofgovernmentwithintheEuropean facilitate dialoguebetweenIndigenouspeoples international and/or regional legalinstruments peoples in Aotearoa (NewZealand)?”“Which and betterlivingstandards forIndigenous and CulturalRightspromote socialprogress International CovenantonEconomic,Social Sample questions:“Inwhatwaysdoesthe Charter onHumanandPeoples’ Rights, 1981) 35 ofCanada’s ConstitutionAct, 1982;theAfrican on theRightsofIndigenousPeoples, 2007;section Co-operation, 1998;theUnitedNationsDeclaration Support forIndigenousPeoples inDevelopment the EuropeanCommission Working Documenton on Economic, SocialandCulturalRights, 1966; Political Rights, 1966;theInternationalCovenant 1945; theInternationalCovenantonCiviland peoples (e.g., theCharterofUnitedNations, on publicawareness oftherightsIndigenous international andregional legalinstruments and judicialbranchesofgovernmentin ernment control. Isthisalegislative orajudicial system inCanadathatisoutside federalgov- is considered tobethefirstIndigenous legal band councilof Akwesasne hasestablishedwhat branch supportedtheseactions?” “TheMohawk Indigenous peoples?Howhas thejudicial committed itselftoprotecting therightsof “In whatwayshastheNewZealandparliament representation instatelegislativebodies?” with thegoalsofincreasing Indigenous might youcompare thegoalsofthisstrategy change? Whatexamplescanyougive?How Indigenous communitiesbringaboutinstitutional the presence ofstatejudicialauthoritiesin Sample questions:“Howdoesincreasing Indigenous educationandhealth) responsibilities ofgovernmentwithrespectto held lands;legislativedefinitionsoftheroleand legislative versusjudicialprotectionsforcommonly peoples’ righttobesubjectcustomarylaw; constitutional reformsrecognizingIndigenous councils incountriessuch asEcuadorandParaguay; (e.g., withreferencetotheestablishmentofjudicial protecting therightsofIndigenouscitizens

evaluate theinfluenceofavariety describe andcompare theroles oflegislative Action National Legislative and Judicial National LegislativeandJudicial

D2.3 D2.2 this process challenging?” national legislation?Whatfactorscanmake standards expressed intheUNDRIP into governments totransformtheinternational Why, orwhynot?”“Whyisitimportantfor munities? Havetheseprovisions beeneffective? the rightsofIndigenousindividualsandcom- legislative actionhasIndiatakentoprotect were thepoliticalconsequences?”“What Canadian HumanRights Act repealed? What Sample questions:“Whywassection67ofthe Canada’s ConstitutionAct, 1982) 1987; therecognitionofAboriginalpeoplesin and way oflifeoutlined inNorway’s SámiAct, Commission; safeguardsforSamilanguage, culture, of discriminationtotheCanadianHumanRights right ofFirst Nationsindividualstomakecomplaints Canadian HumanRightsAct, 1977, addressingthe Indigenous peoplesinBrazil;amendmentstothe into locallawstoprotectisolatedor “uncontacted” earlier Indigenousand Tribal Peoples Convention the RightsofIndigenousPeoples [UNDRIP]and transforming theUnitedNationsDeclarationon groups (e.g., withreferencetothechallenges of nationhood, and/or distinctstatusofthese national borders and/or toaffirmthesovereignty, the rightsofIndigenouspopulationswithin legislative actionsaround theworldtoprotect if any, canyoufindinothercountries?” What examplesofIndigenouslegalsystems, conflicting withtheCanadianjudicialsystem? arrangement? Howdoesitoperatewithout peoples worldwide?” to ÁngelaPomaimportant forIndigenous Human RightsCommitteedecisionwithrespect Sample question:“InwhatwaywastheUN Indigenous peoplestopriorandinformedconsent) Human RightsCommitteerecognizedtherightof case ofÁngelaPomav. Peru beforethe United Statesisarelationshipofnations;the2009 relationship betweenIndigenousnationsandthe of tribalsovereigntybyestablishingthatthe Georgia, 1832, laidthefoundationfordoctrine title existedpriortocolonization;Worcester v. Columbia, 1973, acknowledged thatAboriginal individuals orcommunities(e.g., address thedenialofhumanrightstoIndigenous to sovereignty/self-governance and/orto uphold therightofIndigenouspopulations historical andcontemporarycourtactionsto

analyse thesignificanceofavariety analyse the continuing significance of various analyse thecontinuingsignificanceofvarious Calder v. British

D3. Education and Capacity Building various Indigenous communities to delivering language and cultural programming in

By the end of this course, students will: partnership with technology companies?” Contemporary Indigenous Issues and

D3.1 analyse the methods and results of a variety Perspectives Context in a Global of government and non-government policies/ D4. Social Action and Global Leadership initiatives to build educational capacity in partnership with Indigenous communities By the end of this course, students will: (e.g., with reference to workplace training and professional learning regarding Indigenous realities; D4.1 analyse the political and/or national context education about renewal and reconciliation; for a range of social action regarding issues of government recognition of the forms of knowledge concern to Indigenous peoples to determine expressed through the languages, values, and some factors that support or obstruct such action actions of Indigenous peoples; healing strategies; (e.g., political awareness and education, political the development of educational materials and solidarity among Indigenous peoples, risk of training opportunities that are relevant and persecution, community capacity, the continuing responsive to Indigenous realities and aspirations) impact of longstanding historical injustices, cultural acceptance, social integration) Sample questions: “What examples can you give of government initiatives to promote Sample questions: “What is social action?” education for professionals about Indigenous “How do the political and social factors that histories, perspectives, and cultures? Why is it support or challenge social action with respect important to provide this type of education in to the Sami in Norway and the Mãori in Aotearoa (New Zealand) compare with the factors affecting

a variety of work settings?” “What are the goals of the National Policy on Culture and Heritage social action related to Indigenous peoples in developed by the Kenyan government? How North America?” “How is the phrase ‘water is life’ uniting Indigenous peoples worldwide? are these efforts connected to education in both NDW4M Indigenous and non-Indigenous settings?” What are the goals of the movement behind this motto? What political factors have helped D3.2 analyse the methods and results of a variety or hindered its influence?” of Indigenous community initiatives to revitalize Indigenous languages and preserve Indigenous D4.2 explain some ways in which non-govern- knowledge (e.g., with reference to early childhood mental organizations and forums around the and elementary school language immersion; world share knowledge and attempt to influence community-based language and cultural programs, government perceptions of Indigenous realities, including language nests; training for teachers of evaluating the impact of various strategies and Indigenous languages; postsecondary Indigenous initiatives (e.g., with reference to international language courses and programs; research partner- Indigenous advocacy networks; national truth ships aimed at protecting and revitalizing Indigenous commissions such as the Guatemalan Commission languages; locally developed language and cultural for Historical Clarification and the Truth and curricula and print and/or multimedia resources; Reconciliation Commission of Canada; international television and radio programs, newspapers, and/or Indigenous conferences, working groups, and literature in Indigenous languages; documentation forums; online communities; the United Nations and preservation activities such as recording Educational, Scientific and Cultural Organization Indigenous language holders and creating online and other UN bodies) dictionaries) Sample questions: “What are some ways in Sample questions: “In your opinion, what are which human rights organizations use media to some benefits to sharing knowledge about reach a broader audience?” “How does volume 2 LEGAL, POLITICAL, AND SOCIAL ACTION SOCIAL AND POLITICAL, LEGAL, Indigenous language preservation and revital- of the State of the World’s Indigenous Peoples, ization globally?” “What revitalization efforts produced by the United Nations Secretariat of have been made to save the Hawaiian language the Permanent Forum on Indigenous Issues in from extinction? What social, economic, and/or 2015, support global political discussions on political challenges to these efforts remain?” major issues faced by Indigenous communities? “How is the Te Kohango Reo language nest In what ways can this report be used to help movement in Aotearoa (New Zealand) a model overcome barriers to change?” “In what specific for other Indigenous communities around ways does the International Indigenous Peoples the world?” “How is the Cherokee Nation in Movement for Self-Determination and Liberation the United States using technology to support support the advancement of the rights of language learning?” “What are some similarities Indigenous peoples? What successes has it had?” and differences in the approaches taken by “What has the United Nations done to help

261 262 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation D4.3 model ingovernanceanddecisionmaking?” challenges totheuseoftwo-eyedseeing governance efforts?” “Whatare somepotential efforts? Howdoesthisrelate tocurrent self- systems in1923?Whatwere theresults ofhis defend traditionalleadershipandgovernance Chief DeskahehoftheCayugaNationuseto organizational cultures?” “Whatstrategiesdid leadership approaches andvaluesintotheir leaders benefitfrom incorporatingIndigenous world views?Howmightnon-Indigenous management skillstorevitalize traditional leaders usingcontemporaryleadershipand Sample questions: language, stories, songs, dances, art, dress) into governance, includingceremonies, traditional skills; integratingIndigenousknowledgeandcustoms women toenhancetheirleadershipandadvocacy youth ingovernanceskills;empoweringIndigenous the authorityofElders;trainingandmentoring accountability; respectingcustomarylawsand processes; roles, responsibilities, andmutual sharing powerandauthority;decision-making to maintainingandprotectingcommunitylaws; the two-eyedseeingmodel(e.g., withreference able self-governanceintermsoftheiruse to developingcommunitycapacityforsustain- Peoples andadvocatefortheirrights?” the UNDeclarationonRightsofIndigenous Indigenous youthunderstandtheprovisions of

analyse theapproaches ofIndigenousleaders “In whatwaysare Indigenous

D4.4 address theconsequencesofclimatechange?” youth usingtoshare ideasabouthowto responded?” “Whatstrategiesare Indigenous the world?HowhaveIndigenousleaders to affect Indigenouscommunitiesaround Climate ChangeandIndigenousPeoples continue the issuesaddressed inthe2008UNreport environmental andotherpolicies?”“Howdo and sevengenerationsteachingshelpimprove “How canthetwo-eyedseeingframework and torelated politicaldecisionmaking?” scientific understandingofecosystemstresses knowledge systemscontributedtoWestern Sample questions:“HowhaveIndigenous the Working onCountryprograminAustralia) Indigenous LeadershipInitiativeinCanadaand to promoteenvironmentaljustice, such asthe defenders, andcaretakers;supportinginitiatives women andyouthasenvironmentaladvocates, natural sites;elevatingthevoicesofIndigenous protecting andpreservingbiodiversitysacred environmental advocatesatmultinationalsummits; concerns, includingjoiningworldleadersand promoting aglobalapproach toenvironmental with referencetoplanningforfuturegenerations; their useofthetwo-eyedseeingmodel(e.g., to globalenvironmental protection intermsof

analyse theapproaches ofIndigenousleaders Course Introduction

First Nations, Métis, and Inuit Governance in Canada, Grade 12

University/College Preparation (NDG4M)

OVERVIEW The systematic forced removal of First Nations, Métis, and Inuit traditional governance structures by successive governments in colonial and post-Confederation Canada continues to shape the current realities of Indigenous peoples in this country. First Nations, Métis, and Inuit individuals and communities face fundamental questions about how they can renew their relationship with governments in Canada and reaffirm their own governance structures.

Questions related to colonial legacies, Indigenous rights, self-determination, sovereignty/ self-governance, reconciliation, justice, equality, land claims, cultural traditions, economic development, and land use are all fundamental to the subject of governance. This course provides students with an overview of these and other issues related to First Nations, Métis, and Inuit governance in Canada. Students explore current realities related to law and governance and their historical roots. The course covers a range of issues, ideas, and developments, from precontact governance structures to contemporary effects of colonization and various processes and strategies for reconciliation. Students investigate the legacies of colonialist policies, legislation, and case law as well as changes that have occurred since the recognition of Aboriginal rights in the Constitution Act and the interpretation of these rights by courts in Canada. Students examine issues related to self-governance, self-determination, and sovereignty, including traditions, values, principles, responsibilities, and strategies that are associated with First Nations, Métis, and Inuit self-determination. Through their investigations, students identify cultural factors that have contributed to existing Indigenous governance structures and give consideration to elements that may improve the effectiveness of these structures. Learning about the changing relationships between Indigenous peoples and colonial, federal, provincial, and territorial governments in Canada, from early treaties and land claims to calls for renewal of a nation-to-nation relationship, will help students develop a deeper understanding of the current realities facing Indigenous people in the pursuit of self- determination in Canada.

263 STRANDS This course has four strands. Strand A, which focuses on the legal studies inquiry process, is followed by three content strands, which are organized thematically. The four strands are as follows:

A. The Legal Studies Inquiry Process and Skill Development Students learn how to use the legal studies inquiry process as well as the concepts of legal thinking to guide their investigations into issues, events, developments, and ideas. Although the inquiry strand is presented separately from the content strands (strands B–D), in practice students constantly apply the skills, approaches, and concepts included in strand A as they work to achieve the expectations in the content strands.

B. The Historical Context Students explore the historical foundations of First Nations, Métis, and Inuit governance. They develop their understanding of the scope and intent of treaties and land claim agreements between Indigenous peoples and colonial and federal governments. They also analyse colonial, federal, and provincial policies, legislation, and judicial decisions prior to the 1980s and the impact they have had on First Nations, Métis, and Inuit individuals and communities and on their relationship with governments in Canada.

C. Support for and Challenges to Indigenous Rights Students focus on developments since 1982, with a particular emphasis on the recognition of Aboriginal rights in the Constitution Act, 1982, and the implications of this recognition for First Nations, Métis, and Inuit and their changing relationships with governments in Canada. Students explore Indigenous rights and how they have been affected not only by the Canadian Charter of Rights and Freedoms and by post-Charter laws and jurisprudence but also by activism on the part of First Nations, Métis, and Inuit individuals and organizations.

D. Self-Determination, Sovereignty, and Self-Governance Students examine various issues related to Indigenous self-determination, sovereignty, and self-governance in Canada. Students develop their understanding of principles and responsibilities related to sovereignty and self-governance, the importance of land-based issues and how they relate to self-determination, and ways in which various First Nations, Métis, and Inuit individuals and organizations in Canada have advocated for self-determination and reconciliation. Finally, students compare issues affecting First First Nations, Métis, and Inuit Studies

| Nations, Métis, and Inuit communities in Canada with those facing Indigenous peoples in the rest of the world. THE ONTARIO CURRICULUM, GRADES 9–12

264 LEGAL INQUIRY AND THE CONCEPTS OF LEGAL THINKING 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 is a brief discussion of the legal studies inquiry process, and the concepts of legal thinking, in the context of the present course. For further information on these topics, teachers may wish to consult The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2015, p. 510.

In this course, students use the legal studies inquiry process to investigate issues, events, and developments related to First Nations, Métis, and Inuit governance in Canada; to gather, analyse, assess, and evaluate evidence from a wide variety of sources, including Indigenous knowledge sources; to make informed judgements and reach viable conclusions; and to communicate those judgements and conclusions effectively.

As in all courses that consider events, developments, and issues from a legal perspective, it is crucial that students not simply learn various facts but that they develop the ability to think and to process content in ways that are most appropriate to the material. To that end, this course focuses on developing students’ ability to apply the following concepts of legal thinking: • legal significance • continuity and change • interrelationships • legal perspective

In the context of the present course, the concept of legal significance requires students to consider the impact of treaties, land claim agreements, legislation, court decisions, and legal/political structures on First Nations, Métis, and Inuit individuals and communities. Students also apply this concept to help them analyse the importance of legal principles, case law, and social forces in the evolution of laws affecting Indigenous peoples in Canada. The concept of continuity and change is also relevant to investigations into the evolution of laws, as students determine how and why laws, legal structures, and legal issues relating to Indigenous governance have changed, as well as what issues remain unresolved and why. When students apply the concept of interrelationships, they consider how laws have affected and continue to affect Indigenous peoples in Canada and how Indigenous peoples have affected and continue to affect laws. In addition, they focus on interactions between First Nations, Métis, and Inuit individuals and communities and colonial, federal, provincial, and territorial governments. Finally, the concept of legal perspective requires students to consider key legal principles, including those related to

self-determination, sovereignty, and self-governance, land claims, Crown duties, recon- NDG4M COURSE INTRODUCTION: ciliation, and Aboriginal rights under the Constitution Act. Students are encouraged to consider the perspectives of different stakeholders – First Nations, Métis, and Inuit individuals and communities as well as federal, provincial, and territorial governments – on issues relating to Indigenous governance.

It is important to note that, although students use the concepts of legal thinking to guide and structure the inquiry process in this course, the topics they investigate are not only legal but also political, economic, social, and cultural. Any study of First Nations, Métis,

265 and Inuit perspectives and realities must acknowledge the interconnected nature of many of the issues that are of great significance to Indigenous peoples. For example, the assertion of the right of First Nations, Métis, and Inuit communities to sovereignty/ self-governance involves the wish to have both legal and political autonomy but also the autonomy to make economic decisions and develop social institutions that reflect Indigenous beliefs and values. Similarly, the relationship between land-based issues, Indigenous rights, and self-determination encompasses not just legal issues, but also social, political, cultural, economic, and environmental ones. First Nations, Métis, and Inuit Studies

| THE ONTARIO CURRICULUM, GRADES 9–12

266 First Nations, Métis, and Inuit Governance in Canada, Grade 12

University/College Preparation NDG4M

This course explores aspects of First Nations, Métis, and Inuit governance in Canada as well as laws, policies, and judicial decisions that have affected and continue to affect the lives of Indigenous peoples in this country. Students will investigate historical and contemporary relations between First Nations, Métis, and Inuit communities and colonial, federal, and provincial/territorial governments and will develop their understanding of Indigenous rights in Canada. Students will examine how traditional values and cultural practices inform models of Indigenous governance and leadership as they explore strategies being used to revitalize and strengthen First Nations, Métis, and Inuit sovereignty, self-governance, and self-determination in Canada.

Prerequisite: Any Grade 11 university, university/college, or college preparation course in First Nations, Métis, and Inuit studies, Canadian and world studies, or social sciences and humanities

267 268 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation A1.2 A2. A1.1 Throughout thiscourse,studentswill: SPECIFIC EXPECTATIONS A1. Throughout this course,studentswill: OVERALL EXPECTATIONS A. A1. with throughlitigationratherthannegotiation?) and MétisInuitrightsmostcommonly dealt associated withcurrentFirst Nationstreatyrights Canada?; causalquestions: Why areissues ment andFirst Nations, Métis, andInuitin political relationshipbetweenthefederalgovern- and differencesinthelegislativebasesfor Inuit Nunangat? What arethemainsimilarities treaty landsorhistoricMétiscommunities, orin the righttobuildanoilpipelineormineonnear arguments thatcanbeusedtosupportandrefute Nations communities?; What aresomekeylegal making lawstoregulateeconomicactivityinFirst factual questions:Whatisthecurrentprocessfor their sources reflect multiple perspectives documentaries, mostwebsites),ensuringthat newspaper articles, journalarticles, textbooks, and/or knowledgeholders;secondarysources: legal experts, MétisSenators, knowledgekeepers, photographs; interviewswithcommunity members, treaties; testimonybeforecommissions andtribunals; sources sources, includingIndigenousknowledge Canada from avarietyofprimaryandsecondary and InuitgovernanceIndigenouslawin developments relating toFirstNations,Métis, and informationonissues,events,and/or governance and Indigenous law in Canada issues relating toFirstNations,Métis,andInuit guide investigationsintocurrent andhistorical

and Indigenous law in Canada; Canada; law in Indigenous and governance Inuit Nations, to and First Métis, pertaining issues when investigating thinking legal of concepts the and process inquiry studies legal the use Studies: Legal in Process Inquiry The which a background in these areas might be an asset. an be might areas these in abackground which in law, Indigenous and careers governance Inuit Nations,of various and First Métis, identify and Developing Transferable Skills:

select andorganize relevant evidence,data, formulate different typesofquestionsto PROCESS ANDSKILLDEVELOPMENT THE LEGALSTUDIESINQUIRY The Inquiry Process in Legal Studies The InquiryProcessinLegalStudies (e.g., case law; legislation; primary sources: caselaw;legislation; apply in everyday contexts skills developed through the study the apply developed everyday through in skills contexts

(e.g., A1.3 A1.4 source?” evidence and/or arguments presented inthis non-Indigenous communitiesinCanadaof the are theethicalimplicationsfor Indigenousand which ismostconvincingto you? Why?”“What differing interpretations ofthisinformation, Sample questions:“Whenyouanalysethese ethical implicationsofarguments orevidence) help themclarifytheirunderstanding; assessthe discuss ideasandinformationwiththeirpeersto them ongraphicorganizerstofacilitate comparison; extract keyargumentsfromsourcesandrecord appropriate forinquiryinlegalstudies(e.g., a varietyoftools,strategies,andapproaches information relevant totheirinvestigations,using might reflect thoseotherperspectives?” absent oroverlooked?Whattypesofsources are reflected inthissource? Whoseviewsare Sample questions:“Whoseviewsorperspectives argument?” Does thisevidenceclearlysupportthe does thissource usetosupportitsargument? affect thesource’s reliability?” “Whatevidence been created? Howandwhymightthatpurpose implicit purposedoesthissource seemtohave Sample questions:“Forwhatexplicitand/or intended audience, bias, andvalues) different sources;considertheinfluenceofpurpose, how theevidenceisconstructedorpresentedin other sourcesinordertoassessitsaccuracy; compare compare theinformationinonesourcetothat lens throughwhich thesourcereportsinformation; relevant totheirinvestigations(e.g., identifythe

interpret andanalyseevidence,data, assess theaccuracyandcredibility ofsources

A1.5 use the concepts of legal thinking (i.e., legal with expertise on a question of importance to a significance, continuity and change, interrela- First Nation, Métis, or Inuit community; an essay tionships, and legal perspective) when analysing, on the evolution of the Indian Act; a petition to evaluating evidence about, and formulating lobby for political change to address violence

conclusions and/or judgements regarding against Indigenous women and girls; a blog on First Nations, Métis, and Inuit issues, events, and/or developments relating court challenges of relevance to Indigenous rights;

to First Nations, Métis, and Inuit governance a documentary exploring income inequality Governance in Canada and Indigenous law in Canada (e.g., apply the between Indigenous people and non-Indigenous concept of legal significance to help them assess Canadians; a position paper on taxation as it relates the impact of a court decision on First Nations, to First Nations individuals and communities) Métis, and/or Inuit individuals and communities; Sample questions: “What format is best suited consider the concept of continuity and change when to communicating your findings? In selecting investigating approaches used by First Nations, this format, have you considered both the Métis, and Inuit individuals and communities to needs of your audience and the most effective assert the right to self-governance or sovereignty; and engaging way of presenting the informa- apply the concept of interrelationships when tion?” “How can you communicate your analysing how social attitudes have affected policy findings in ways that are sensitive to those relating to Indigenous peoples in Canada; consider who may have experienced marginalization the concept of legal perspective when assessing and/or trauma?” Aboriginal rights under the Constitution Act, 1982) Sample questions: “How has the 1973 Supreme A1.8 use accepted forms of documentation (e.g., Court decision in Calder v. British Columbia footnotes or endnotes, author/date citations, reference affected subsequent land claims in the courts? lists, bibliographies, credits) to acknowledge How has the 2003 decision in R. v. Powley affected all sources of information (e.g., legal references Métis rights? What concepts of legal thinking [i.e., case law, legislation], websites, blogs, books, might you apply to help you assess the impor journals, articles, oral evidence/interviews, NDG4M tance of these decisions? Do you think that these archival sources) are landmark cases? What criteria should be met for a case to be considered a landmark?” A1.9 assess and use terminology appropriate to the audience and purpose when communicating A1.6 evaluate and synthesize their findings to the results of their investigations (e.g., vocabulary formulate conclusions and/or make informed specific to their inquiry; appropriate terminology judgements or predictions about the issues, related to the names of Indigenous communities events, and/or developments they are and to Indigenous protocols and practices) investigating Sample questions: “Why is it important to be Sample questions: “What were the most aware of the significance of terminology and important factors that had a bearing on the 1997 naming when conducting research and/or decision in Delgamuukw v. British Columbia?” communicating the results of research on issues

“Does what you have found about the positions relating to First Nations, Métis, and/or Inuit DEVELOPMENT SKILL AND PROCESS INQUIRY STUDIES LEGAL THE of different parties on this current issue affecting communities?” “Why is the term ‘Indian’ still First Nations, Métis, and/or Inuit communities used in the Canadian legal system? When is its enable you to predict how the issue will be usage appropriate? In what context might you addressed or resolved in the future? What use the term ‘Aboriginal’? When might the arguments can you use to support your term ‘Indigenous’ be more appropriate? When prediction?” would it be better to use ‘First Nations, Métis, and Inuit’? Are there other words or names we A1.7 communicate their ideas, arguments, and should be using, and when is it appropriate to conclusions using various formats and styles, use them?” as appropriate for the audience and purpose (e.g., a mock trial with a group of peers, using the Charter to challenge a law or practice that A2. Developing Transferable Skills discriminates against First Nations, Métis, and/or Throughout this course, students will: Inuit in Canada; a classroom debate on the most effective methods for resolving a land-based dispute; A2.1 describe several ways in which investigations a presentation for members of the school and local related to First Nations, Métis, and Inuit govern- community on the legacy of the residential school ance and Indigenous law in Canada can help system; a case study on the local governance structure them develop essential skills (e.g., skills related in a First Nation community; a transcript of and to reading texts, document use, computer use, oral report on an interview with an Indigenous person

269 270 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation A2.3 A2.2 * Thecitizenship educationframeworkappearson page11. issues around acurrent landclaimdispute?” perspective deepenyourunderstandingofthe concepts ofcontinuityandchangelegal Sample question:“Howmightapplyingthe or Inuitadvocacy organization) the currentdemandsofaFirst Nations, Métis, situation inCanada;tohelpthemunderstand of theworldissimilartoordifferentfrom to therightsofIndigenouspeopleinanotherpart understand howandwhy acurrenteventrelated and/or treatyrightsissueinthenews;tohelpthem identify competingrightsrelevanttoalandclaim role asinformedcitizens(e.g., tohelpthem their understandingoftheseeventsand Indigenous lawinCanadaorder toenhance Nations, Métis,andInuitgovernance analysing current eventsrelating toFirst community) with othersintheclassroom, workplace, orlocal an issue, orcollaborationtoworksuccessfully work habitssuch asinitiativetotakeactionon skills toengageininformeddiscussions;apply mentary; uselisteningandoralcommunication to evaluatethevalidityofargumentsinadocu- diverse backgrounds; usecritical-thinkingskills relationships withindividualsorgroupsfrom cooperation, andreciprocitytobuildpositive (e.g., demonstrateattributesrelatedtorespect, governance andIndigenouslawinCanada the studyofFirstNations,Métis,andInuit skills, andworkhabitsdevelopedthrough the worldofwork,andtheirfuture lives transferred topostsecondaryopportunities, including advocacyskills,thatcanbe to thecitizenshipeducationframework,* making, criticalthinking)aswellskillsrelated communication, numeracy, literacy, decision

demonstrate ineverydaycontextsattributes, use theconceptsoflegalthinkingwhen

A2.4 fisheries, and/or real estatesectors?” in theforestry, alternativeenergy, oilandgas, and Inuitgovernancestructures whenworking Indigenous lawand/or FirstNations,Métis, have education,training,andexperiencein Sample question:“Whymightitbeusefulto training pathwaysforselectedcareers organization), andcompare theeducationand/or researcher, representativeofaprovincialorterritorial lawyer, mediator, negotiator, policy analyst, governmental ornon-governmentalorganization, be anasset(e.g., businessowner, employee ofa governance and/or Indigenouslawmight ground inFirstNations,Métis,andInuit

identify variouscareers inwhichaback

- B. THE HISTORICAL CONTEXT First Nations, Métis, and Inuit

OVERALL EXPECTATIONS Governance in Canada By the end of this course, students will:

B1. Treaties and Land Claim Agreements: demonstrate an understanding of the intent and scope of, and processes associated with, historical treaties and land claim agreements between Indigenous peoples and colonial, federal, and/or provincial/territorial governments in Canada prior to 1982; B2. Legislation: describe historical legislation at the colonial and federal levels that has affected First Nations, Métis, and Inuit individuals and communities in Canada, and assess its impact; B3. Political Relations: analyse relationships between Indigenous peoples and colonial, federal, and/or provincial/territorial governments in Canada prior to 1980.

SPECIFIC EXPECTATIONS

B1. Treaties and Land Claim B1.3 explain the force and scope of key historical Agreements treaties between First Nations and colonial/ federal governments, with reference to both NDG4M By the end of this course, students will: their legal and cultural implications (e.g., the legal limitations placed on both First Nations and B1.1 identify the areas of Canada that are covered colonial/federal governments by these treaties; by historical treaties and land claim agreements differences in approaches to land distribution and that date from prior to 1980 between various ownership between First Nations and colonial/ Indigenous peoples and colonial, federal, federal governments, and their implications for the and/or provincial/territorial governments negotiation and enforcement of treaties; differences between early and later treaties in their impact B1.2 analyse the spirit and intent of, and processes on the lives of First Nations individuals and involved in, key historical treaties between First communities) Nations and colonial/federal governments in Canada (e.g., the Covenant Chain, the Dish with Sample questions: “Why might First Nations One Spoon Treaty and wampum, the Robinson- and colonial/federal governments have differ- Superior and Robinson-Huron treaties of 1850, the ent ideas about the force and scope of a treaty?” Treaty of 1752, the Treaty of Peace and Friendship “What implications did different views about of 1760, the Treaty of Niagara, the Numbered land use/ownership have for treaty enforce- Treaties) ment?” “What rights did First Nations surrender under the Numbered Treaties? What rights did Sample questions: “What was the general they maintain? How did limitations on rights intent of First Nations in entering into historical affect traditional ways of life?” “What was treaties with the colonial or federal government? the impact of the exclusion of the Métis as Did their intent differ from that of the govern- a collective from most treaties?” ments with which they negotiated?” “Who were the legal partners negotiating the Numbered B1.4 explain the intent, scope, and processes Treaties?” “How were historical treaty negotia- associated with land claim agreements prior to tions recorded? Which of the treaties were oral

1982 (e.g., with reference to the federal government’s THE HISTORICAL CONTEXT agreements? What are some ways in which the 1973 land claims policy; the James Bay and Northern essence of the oral agreement changed when Quebec Agreement of 1977; the Northeastern Quebec written texts of the treaty were produced?” Agreement of 1978; early negotiations towards the “What are some significant differences among Nunavut Land Claims Agreement) the historical treaties, such as the Treaty of Peace and Friendship and the Numbered Sample questions: “What was the significance Treaties, with respect to their spirit and/or of the federal government’s 1973 land claims intent? How might you account for these policy and its distinction between specific and differences?” comprehensive land claims?” “What were some

271 272 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation B2.3 B2.2 B2.1 By theendofthiscourse,studentswill: B2. Indians’?” over ‘Indiansandlandsreserved forthe giving thenewfederalgovernmentjurisdiction “What wasthesignificanceofBNA Act’s faith? Whatevidencesupportsyouranswer?” opinion, were theselawsdevelopedingood legislation related toFirstNations?Inyour the factorsthathelpedshapeBritishcolonial communities atthetime?”“Whatare someof Proclamation forFirstNationsindividualsand use todeterminethesignificanceofRoyal Sample questions:“Whatcriteriawouldyou Act [BNA Act], 1867) [Indian LandAct], 1860;theBritishNorthAmerica Management ofIndianLandsandPropertyAct Act, 1839;theGradualCivilizationAct, 1857;the the QuebecAct, 1774;theCrownLandsProtection including theRoyalProclamation of1763(e.g., communities ofkeypiecescoloniallegislation, First Nations,Métis,andInuitindividuals Nunavut LandClaims Agreement?” negotiations thatultimatelyresulted inthe factors thatledtotheinitiationofresearch and requirement for children toattendresidential (e.g., theimpactof Indian Act, includingits individuals andcommunities priortothe1960s Canada hadonFirstNations, Métis,andInuit and aims?Why, orwhynot?” that actreflect anychangesintheseattitudes of theact?Doyouthinkthatamendmentsto How were theseaimsreflected inthecontent aims underpinnedtheoriginalIndian Act? with respect toMétis?”“Whatattitudesand factors thatshapedtheManitoba Act’s provisions Sample questions:“Whatwere someofthe 1951 amendmenttotheIndianActexcludeInuit) amendment oftheIndianActtoincludeInuit; Nations children attendresidentialschools; the1924 requirement underthe1920IndianActthatFirst granted IndianagentsundertheAct; underpinned theIndianActof1876;power Act, 1872;thesocialandpoliticalbeliefsthat colonization ofthe West underthe DominionLands of MétisrightsintheManitobaAct, 1870;the motivation andcontent(e.g., therecognition and communities,withreference tobothits First Nations,Métis,andInuitindividuals prior tothe1960sthatwasofrelevance to

describe keyfederallegislationinCanada explain themotivationforandimpacton assess theimpactthatfederal legislationin Legislation B3.2 B3.1 By theendofthiscourse,studentswill: B3. to province?” of Métisbygovernmentsdiffer from province Canada?” “Howandwhydidthetreatment Indigenous peoplesandgovernmentsin property ownershipaffect relations between ways diddiffering ideasaboutlanduseand between Métisandthegovernment?”“Inwhat century? Howdidthispolicyaffect relations government’s Métisscrippolicyinthenineteenth to thesepolicies?”“Whatwasthefederal and theresponse ofFirstNationsandMétis government towards FirstNationsandMétis influence boththepoliciesoffederal expansion ofsettlementinwesternCanada Sample questions:“Inwhatwaysdidthe restrictive anddisruptivelegislation) of lawmakers;hardshipresultingfromhighly to assertitsauthority;paternalisticattitudes colonization; thedesireoffederalgovernment to theneedforalliesincolonialwars; increased and explaintheirimpact(e.g., withreference territorial governmentsinCanadapriorto1980, peoples andcolonial,federal,and/or provincial/ political relationship betweenIndigenous do youthinkhadthegreatest impact?Why?” First Nationscommunities?Whichamendments ments compoundthedisadvantagesfacedby its majoramendments?Howdidtheseamend- original Indian Act affect? Whatwere someof Sample questions:“Whataspectsoflifedidthe of Rights, 1960, ontherightsof “Indians”) non-status man;theimpactofCanadianBill military serviceor, forwomen, onmarryinga on completionofpostsecondaryeducationor “status Indian” andforlosingstatus–instance, schools, itscriteriaforwhowas –andwas not–a approached theissueofFirst NationsandMétis decision influencehowthe federal government in theCalder Sample questions:“Whatwasthekeyfinding Indigenous peoples affected relations betweengovernmentsand Development, 1979),andanalysehowthey Minister ofIndian Affairs andNorthern Columbia, 1973;HamletofBakerLakev. Queen, 1889;ReEskimo,1939; Calder v. British St Catherine’sMillingandLumber Co. v. the Aboriginal rightsandtitlepriorto1980(e.g., branch ofthegovernmentthatwere related to

identify variousfactorsthataffected the describe somedecisionsofthejudicial Political Relations case? Inwhatwaysdidthis

title? What impact did it have on relations between the government and Indigenous peoples?”

B3.3 describe some ways in which First Nations, First Nations, Métis, and Inuit Métis, and Inuit individuals, communities,

and/or advocacy groups responded to and/or Governance in Canada tried to influence relations with governments in Canada prior to 1980 (e.g., the Penetanguishene Métis Petition of 1840; the Red River Resistance or North-West Resistance; establishing organizations such as the League of Indians of Canada, the National Indian Brotherhood, or Inuit Tapirisat of Canada; covertly holding banned ceremonies; resistance among Inuit to the numbered disc system of identification; issuing the Red Paper in response to the White Paper; testimony before the Berger Commission) Sample questions: “Under what circumstances did First Nations, Métis, and/or Inuit resort to armed resistance against the government?” “What were some similarities and differences between key events leading to, and the impact of, the Sayer Trial at Red River in 1849 and the Mica Bay Incident of 1849–50?” “What ideas were expressed in the National Indian NDG4M Brotherhood’s 1972 policy paper Indian Control of Indian Education? What was the paper a reaction to?” THE HISTORICAL CONTEXT

273 274 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation C2. C4. C3. C1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS C1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS C. C1. inherent rights?” tionship betweentraditional culture and Supreme CourtofCanadainterpret therela - the 1996caseR. v. Van derPeet, howdidthe traditional landsandinherent rights?”“In of the1973Calderdecisionwithrespect to Canadian courts?”“Whatisthesignificance system? Howare inherent rightsperceived in Indigenous peoplesdefinedinCanada’slegal peoples?” “Where are inherent rightsof affirmed theinherent rightsofIndigenous Nations?” “HowhasCanadarecognized and with respect totraditionalterritoriesofFirst the legalsignificanceoftermterranullius since theearlyyearsoffurtrade?”“Whatis Métis ancestorslivedonspecificlandsever is itrelevant tomodern-daylandclaimsthat to modern-daylandclaims?”“Howandwhy specific landssince‘timeimmemorial’ relevant that FirstNationsandInuithavelivedon Sample questions:“Howandwhyisthefact nected totraditionalterritoriesandcultures Inuit rightsinCanadaandhowtheyare con-

Inuit rights in Canada and of various factors that affect them; them; affect that factors of various and Canada in rights Inuit Nations, of and First Métis, understanding an demonstrate Rights: Inuit and Métis, Nations, First these relationships. relationships. these have 1980s, that factors the affected provincial/territorial since governments including and federal Political Relations: Changing Canada; in communities and individuals Inuit Nations, and First Métis, 1980s the have how since laws, various affected agreements analyse policies, and Policy: and Law Canada; in rights Inuit have Freedoms Nations, and First and on had Métis, of Rights Charter Act, 1982 Canadian the and Constitution the that impact of the understanding an demonstrate Rights: Constitutional/Charter

describe inherent FirstNations,Métis,and TO INDIGENOUSRIGHTS SUPPORT FOR ANDCHALLENGES SUPPORT Rights First Nations,Métis,andInuit analyse aspects of the relationship between Indigenous peoples and peoples and Indigenous between relationship of the aspects analyse C1.2 Land Claims Agreement?” Land rights tobecomebeneficiaries oftheNunavut Nunavut havetoextinguish theirIndigenous and/or communities?” “WhydidInuitof First Nations,Métis,and/or Inuitindividuals on traditionaluseoflandshadthelives security issues?”“Whatimpacthavelimitations or limitedbypresent-day immigrationand were includedintheJayTreaty of1794threatened what waysare theFirstNationsrightsthat card andaCertificateofIndianStatus?”“In between aMétisNationofOntariocitizenship cance ofsuchscrutiny?” “Whatisthedifference Canada–U.S. border? Whatisthelegalsignifi- Status cards are sometimesscrutinized atthe government-issued Secure CertificateofIndian Sample questions:“Whydoyouthinkthat violations the impactofthesethreats, limitations,and/or exemptions forgoodsandservices),explain degrade theenvironment, failure torecognizetax recognition ofhunting/fishingrights, practicesthat and/or lossofstatus, lossoftreaty rights, lack of 1980s threatened, limited,and/or violatedsincethe Indigenous peoplesinCanadahavebeen and/or group rightsandfreedoms ofvarious

describe circumstances inwhichindividual (e.g., throughcategorizationas “status Indians”

C1.3 explain, with reference to some key decisions peoples in Canada?” “What means do Métis (e.g., R. v. Moosehunter, 1981; R. v. Badger, 1996; presently have to bring claims relating to R. v. Marshall, 1999; R. v. Powley, 2003; Mikisew section 35 rights?” Cree First Nation v. Canada, 2005; Grassy

Narrows First Nation v. Ontario, 2014), how C2.2 identify some of the rights and freedoms First Nations, Métis, and Inuit historical treaty rights have been interpreted protected by the Canadian Charter of Rights and

by the courts since the 1980s Freedoms (the Charter) (e.g., the “fundamental Governance in Canada freedoms”, democratic rights, mobility rights, legal Sample questions: “What approach did the rights, equality rights, language rights, minority Supreme Court take in the Badger decision language education rights), and explain their sig- with respect to treaty rights? What are the nificance for First Nations, Métis, and Inuit implications of this judgement for the interpre individuals and communities tation of historical treaties?” “What are some court decisions that have found infringements Sample questions: “What are some ways in which of existing treaty rights? What is the legal the general rights and freedoms guaranteed by significance of these decisions?” “What are the Charter have affected Indigenous peoples the main similarities and differences between in Canada?” “How might other Charter rights the Van der Peet test and the Powley test with and freedoms compete with Aboriginal rights?” respect to Métis rights?” “What implications has the Charter clause referring to gender equality had for Indigenous C1.4 assess various ways in which First Nations, peoples?” “Why was section 25 added to the Métis, and Inuit individuals and communities Charter? What implications does that section in Canada have acted to protect treaty rights have for Indigenous self-governance?” “How and/or land claim agreements since the 1980s could the Charter be used as a vehicle for (e.g., through complaints to the ombudsman or educational reform that would benefit First to the United Nations [UN], litigation before Nations, Métis, and Inuit individuals and courts or tribunals, testimony before inquiries or communities?” “What implications has the NDG4M commissions, petitions, voting, pressure groups, Charter’s equality rights clause had on media campaigns) government funding and financial support for First Nations, Métis, and Inuit communities?” Sample questions: “What role did the Assembly of First Nations and Inuit Tapirisat of Canada C2.3 explain the role of the judiciary in interpreting (now Inuit Tapiriit Kanatami) play in entrenching and enforcing the Charter and other constitu- Aboriginal rights in the Canadian constitution?” tional provisions in decisions that have affected “How and why did James Matthew Simon use First Nations, Métis, and/or Inuit individuals the courts to recognize and protect his treaty and communities in Canada (e.g., with reference rights?” to Derrickson v. Derrickson, 1986; R. v. Sparrow, 1990; R. v. Marshall, 1999; McIvor v. Canada, C2. Constitutional/Charter Rights 2009; Daniels v. Canada, 2016) Sample questions: “What role did the Charter By the end of this course, students will: play in the McIvor decision? What impact did this decision have on First Nations communities

C2.1 assess the significance of section 35 of the RIGHTS TO INDIGENOUS CHALLENGES AND FOR SUPPORT Constitution Act, 1982, including its ability to with respect to their membership? How has this guarantee Aboriginal rights and accommodate ruling affected the lives of many First Nations the needs of diverse First Nations, Métis, and women and their children? What actions did Inuit individuals and communities the government take with respect to this ruling?” “How has the Daniels decision affected the Sample questions: “How did the enactment of relationship between the Crown and Métis?” section 35 bring about fundamental changes in how Canada’s legal system addresses Aboriginal and treaty rights?” “What does it mean to C3. Law and Policy Indigenous peoples to have Aboriginal rights entrenched in the constitution?” “Do you think By the end of this course, students will: that the Constitution Act, 1982 provides equal C3.1 analyse differences between historical recognition for First Nations, Métis, and Inuit? treaties and modern land claim agreements, Why, or why not?” “How might the clause that with reference to process, spirit, and intent states that ‘the existing aboriginal and treaty as well as the impact of these agreements on rights of the aboriginal peoples of Canada are First Nations, Métis, and Inuit communities in hereby recognized and affirmed’ affect the Canada (e.g., differences between the Numbered rights of future generations of Indigenous

275 276 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation C3.3 C3.2 and theirself-determination?” Claim Agreement impactedInuitcommunities government?” “HowhastheNunavutLand of OntarioSecretariat Act supportMétisself- had onInuitandgovernance?” impact hastheNunavutLandClaims Agreement associated withhistoricaltreaties?” “What How wouldthoseprocesses differ from those day landclaimbeinitiatedandnegotiated? changed overtime?”“Howwouldamodern- Nations communitiestoday?Howhasthisrole government inthetreaty process withFirst Sample questions:“Whatistherole ofthefederal Nunavut LandClaimsAgreement) Agreement, theNisga’aFinal Agreement, orthe Treaties andtheJames BayandNorthernQuebec and assembly, educationalpolicy) the environment, theeconomy, freedomofspeech Canada (e.g., withreferencetolegislation affecting and/or Inuit individualsandcommunitiesin may affect therightsofFirst Nations, Métis, in Ontario?”“HowdoestheMétisNation distinct culture, identity, andheritageofMétis Agreement seektoprotect andpromote the the 2008Ontario–MétisNationFramework largely positiveornegative?”“Howdoes peoples inCanada?Hastheirimpactbeen laws orpoliciesthathaveaffected Indigenous communities?” “Whatare someprovincial for implementingtheactwithinFirstNations Nations Act)? Whatistheregulatory process for BillS-8(theSafeDrinkingWater forFirst attempts havebeen?”“Whatwastherationale system? Howsuccessfuldoyouthinkthese to address thelegacyofresidential school followed it?Howhasthegovernmentattempted to thisapology?Whatactionsorinitiatives of residential schools?Whatwere someresponses government’s 2008apologytoformerstudents Sample questions:“Whatprompted thefederal Secretariat Act, 2015) tion Commission, theMétisNationofOntario Affairs, thecreationof Truth andReconcilia initiatives oftheOntarioMinistryIndigenous Safe Drinking Water forFirst NationsAct, policy Agreement, theInuvialuitFinal Agreement, the Agreement, theLabradorInuitLandsClaims on AboriginalPeoples, theNunavutLandClaims schools, theestablishmentofRoyal Commission governments (e.g., theapologyforresidential by colonial,federal,andprovincial/territorial attempted toaddress thelegacyofdomination particular focusonlawsandpoliciesthathave and Inuitindividualscommunities,witha 1970s thathaveaffected FirstNations,Métis,

analyse lawsandpoliticalpoliciessincethe assess howcurrent andproposed legislation

C3.4 C4.1 By theendofthiscourse,studentswill: C4. outcomes ofIsaac’sreport?” reconciliation withtheMétis?Whatare the Thomas Isaactoexplore waystoadvance “Why didthefederalgovernmentappoint in internationalwaters,affect thelivesofInuit?” claim bytheUnitedStatesthatpassageis Passage asaresult ofclimatechange,andthe “How mighttheopeningupofNorthwest decision toestablishsuchaninquiryin2016?” What factorsdoyouthinkaccountedforthe Why didhisgovernmentresist thispressure? Nations, Métis,andInuitwomeninCanada? an inquiryintomurdered andmissingFirst of StephenHarperunderpressure toestablish Sample questions:“Whywasthegovernment Indigenous women) change, theincreasingvisibilityofviolenceagainst rights, self-determination;trendssuch asclimate women; valuesrelatedtoindividualliberties, human women’s rights, includingtherightsofIndigenous Indigenous peoples, environmentalprotection, or with referencetoattitudestowards therightsof individuals andcommunitiesinCanada(e.g., the livesofFirstNations,Métis,and/or Inuit that haveaffected and/or continuetoaffect policies, bothinCanadaandinternationally, trends haveinfluencedlawsandgovernment the MétisNationinCanada? InOntario?” ‘Indians’?” “Whatisthelegal definitionof the courtinDanielstorule thattheywere non-status Indians?Whydid Métiswant legislative authorityappliestoMétisand in governments?” “Howdidthe2016decision between IndigenouspeoplesandCanadian of thisprinciple?Howhasitaffected relationships Canadian governments?Whatisthesignificance relationship betweenIndigenouspeoplesand the ‘honourofCrown’ inthecontextof Sample questions:“Whatistheprinciplebehind and Canadiangovernments the relationship betweenIndigenouspeoples 1980s haveaffected and/or continuetoaffect generis, thehonourofCrown) , thatsincethe concepts such asthedoctrineofdiscovery, sui in modern-daycomprehensivelandclaims;legal among Indigenousindividuals;theprocessinvolved accommodation; increasingeducationandactivism (e.g., requirementsrelatingtoconsultationand

Daniels v. Canadaclarifywaysinwhich explain howsocialattitudes,values,and/or analyse key factors, including specific policies analyse keyfactors,includingspecificpolicies Changing PoliticalRelations

C4.2 explain the Supreme Court of Canada’s C4.4 explain how various First Nations, Métis, finding (in Haida Nation v. British Columbia, and/or Inuit political organizations (e.g., the 2004, and Taku River Tlingit First Nation v. British Assembly of First Nations, the Métis National Columbia, 2004) that the federal government Council, Inuit Tapiriit Kanatami, Pauktuutit Inuit

has a duty to consult and accommodate Women of Canada, the Native Women’s Association First Nations, Métis, and Inuit Indigenous peoples, and analyse the impact of Canada) interact with federal, provincial,

of this finding on the relationship between and/or territorial governments, and assess the Governance in Canada Indigenous peoples and Canadian governments effectiveness of these interactions Sample questions: “How did the failure to Sample questions: “What are some criteria you consult with First Nations, Métis, and Inuit might use to assess the productiveness of the partners affect the relationship between relationship between the federal government, Indigenous peoples and the federal and/or or provincial governments, and Indigenous provincial governments? Do you think the organizations such as the Assembly of First Haida Nation and Taku River Tlingit First Nation Nations, Inuit Tapiriit Kanatami, and/or the rulings have resulted in significant changes in Métis National Council?” “What are the goals the consultation process? Why, or why not?” of the Restoration of Jurisdiction Department of the Anishinabek Nation / Union of Ontario C4.3 explain the Crown’s fiduciary obligation Indians, as mandated by the Anishinabek towards Indigenous peoples, with specific Grand Council Chiefs-in-Assembly? How reference to Guerin v. Queen, 1984 do these goals affect its relationship with the

Sample questions: “What is meant by the term provincial government?” ‘fiduciary duty’?” “What was the background of the Guerin case? What led the court to conclude that the Crown had breached a fiduciary duty in this case? What implications did this ruling have for relationships between Canadian NDG4M governments and Indigenous peoples?” “How is the honour of the Crown at stake in the Crown’s fiduciary relationship with Indigenous peoples?” “How has the 2016 decision in Daniels v. Canada affected the Crown’s fiduciary duty towards Métis?” SUPPORT FOR AND CHALLENGES TO INDIGENOUS RIGHTS TO INDIGENOUS CHALLENGES AND FOR SUPPORT

277 278 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation D4. D3. D2. D1.1 By theendofthiscourse,studentswill: SPECIFIC EXPECTATIONS D1. By theendofthiscourse,studentswill: OVERALL EXPECTATIONS D. D1. implications of thefactthatnotionof in Canadaaftercolonization? Whatare the ownership andthosethatcame todominate between Indigenousideasabout landuse/ governments?” “Whatare thekeydifferences views shared bynon-IndigenousCanadians and tend toviewresource development? Are these and landuse?”“HowdoIndigenouspeoples nations havethesameperception oftheland land andtheirterritories?Doallcommunities/ Indigenous peoplestraditionallyhadwiththe Sample questions:“Whatrelationship have that predominate inCanadiansociety and compare themtotheperceptions ofland and sustainability, environmentalstewardship), land useandidentity, small-scaleeconomies traditional landuseamongdifferentnations, respect forthelandandlivingthingsitsupports, in Canada(e.g., regardingtheuseofresources, that are foundationaltoIndigenouspeoples

self-determination, sovereignty,self-determination, knowledge. Indigenous self-governance, rights, traditional and human to reference world, the around particular and with Canada in peoples both Indigenous affecting Context: The International goals; these to pursue using are have and used communities and individuals Inuit Nations, and First that Métis, practices sovereignty, self-determination, and strategies analyse self-governance, and reconciliation, and Responsibilities and Self-Determination: diversity teachings/protocols; of of such the understanding an self-governance, including and sovereignty protocols to related Indigenous and teachings of and of key principles understanding an demonstrate Self-Governance: and Sovereignty of Principles sovereignty, related to are rights, Indigenous self-determination, issues land-based self-governance; and Land and Self-Determination:

describe perceptions oflandanduse Land andSelf-Determination SELF-GOVERNANCE SOVEREIGNTY, AND SELF-DETERMINATION, demonstrate an understanding of the commonality of issues of issues commonality of the understanding an demonstrate analyse the relationship of Indigenous peoples to the land and how and land peoples to the of Indigenous relationship the analyse

identify responsibilities associated with the goals of goals the with associated responsibilities identify D1.2 government and northernFirstNationsto Framework Agreement betweenthe Ontario say? Why, orwhynot?” “WhywastheRegional Do youthinktheirsayshould bethegreater these communitieshaveinsuch developments? on oradjacenttotheirlands? Whatsaydo Indigenous communitieshave indevelopment Species atRisk Act?” “Whatstakedo exemptions forIndigenouspeoplesinthe Sample questions:“Whyare there some laws/agreements address theseissues self-governance, andanalysehowcurrent Inuit self-determination,sovereignty, and are related toFirst Nations,Métis,and benefit agreements, privateownershiponreserves) proposed developments, negotiatingimpactand rights, resourcesharing, resourceexploration and hunting and/orfishingrights, surface andsubsurface (e.g., territorialclaims, establishingorchallenging property heldbyIndigenouspeoples?” opposition totraditionalconceptsofcommunal on thatbasiswere, andcontinuetobe,in private property andthesurrender oflands

explain howvariousland-basedissues

develop the Ring of Fire viewed as a hallmark D2. Principles of Sovereignty and for new relationships between the government Self-Governance and First Nations?” “Why are harvesting rights a significant aspect of agreements and protocols By the end of this course, students will:

for the Métis Nation? In what ways did the First Nations, Métis, and Inuit 2008 Métis Nation Protocol with the federal D2.1 describe some precontact systems of self-

government address Métis harvesting rights governance among First Nations and various Governance in Canada and other Indigenous land-based rights?” “How traditional teachings and protocols regarding are the hunting and fishing rights of a Nunavut self-governance and leadership in First Nations resident different from the rights of a beneficiary and Inuit cultures (e.g., differences between of the Nunavut Land Claims Agreement?” different First Nations societies and/or between First Nations and Inuit societies; differences D1.3 analyse different types of land-based disputes between patrilineal and matrilineal societies) that have existed and/or continue to exist Sample questions: “How did a traditional between First Nations, Métis, and Inuit clan system of governance function?” “How communities and federal, provincial, and/or did a patrilineal society such as that of the territorial governments (e.g., disputes over treaty Anishinaabek Nation differ from a matrilineal violations, boundaries, access to resources, trade society such as that of the Haudenosaunee in barriers) and various methods that have been terms of its governance traditions and teachings?” used to try to resolve them (e.g., peaceful protests, “What are the traditional Inuit teachings about

armed stand-offs, blockades, mediation, arbitration, government and leadership?” lobbying, negotiation, sanctions, court challenges) Sample questions: “How do First Nations, D2.2 describe the main principles of Indigenous Métis, or Inuit communities lay claim to sovereignty, self-governance, law, and leadership traditional territories that may currently be (e.g., transparency, responsiveness, effectiveness, occupied or in the possession of others?” “What efficiency, accountability, mutual recognition, NDG4M are some land-based disputes that have resulted mutual respect, mutual responsibility, sharing), in armed stand-offs? What did such actions and explain how they are grounded in the accomplish? Do you think they were justified? values and traditions of First Nations, Métis, Why, or why not?” “What promises were made and Inuit societies (e.g., values relating to land to the Métis in the Manitoba Act, 1870? What use and environmental stewardship; traditions action did the Manitoba Métis Federation such as respect for the role of Elders, for the (MMF) take in 1981 in pursuit of its land claim autonomy of all Indigenous nations/communities, arising from this act? What was the significance for consensus as a tool for collective survival) of the Native Council of Canada joining with Sample questions: “Why do Indigenous peoples the MMF in this dispute?” have an inherent right to self-government?” “In what ways does the Nisga’a Final Agreement D1.4 assess the strengths and weaknesses of embody some of the principles of Indigenous current laws and agreements in terms of their self-governance? What values or traditions does

ability to protect the rights of First Nations, it reflect? In what ways might it provide a model SELF-DETERMINATION, SOVEREIGNTY, AND SELF-GOVERNANCE Métis, and Inuit individuals and communities for self-governing nations that want to embed in the face of human activities that affect the traditional governance into their agreements?” natural environment (e.g., hydroelectric dams, “How does the structure of Inuit Tapiriit pipelines, highways, resource extraction and Kanatami reflect its approach to governance?” processing, production of greenhouse gases) “What beliefs and values are embedded in the Sample questions: “Why is the government’s Métis Nation of Ontario’s Statement of Prime ‘duty to consult’ important with respect to Purpose?” natural resource development in Canada?” “Why have some First Nations communities D2.3 describe the legal significance of particular had long-term advisories to boil their drinking rights sought by advocates of Indigenous water? What does this situation reveal about sovereignty and self-governance (e.g., the right the adequacy of laws protecting drinking water?” to identify as nations, including the right to “Do you think that plans to expand pipelines determine membership/citizenship and forms of adequately protect the land, including tradi government; the right to self-determination for each tional Indigenous lands? Why, or why not?” nation, including the right to define a political “How is climate change affecting the lives agenda and to develop economic, cultural, and of Inuit in Canada? Do you think current social opportunities) laws/agreements adequately address this issue? Why, or why not?”

279 280 THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies Grade 12, University/College Preparation D3.2 D3.1 By theendofthiscourse,studentswill: D3. of theMétisNationOntario?” Métis citizensinthegovernancestructure for theircommunities?”“Whatistherole of sovereignty orself-governanceproposals Métis, andInuitleadersindeveloping some oftheresponsibilities ofFirstNations, are for sovereignty orself-governance?”“What negotiations withtheCanadiangovernment consultation process? Whoisinvolvedin involved inthesovereignty orself-governance governance structures inCanada?”“Whatis in supportingIndigenoussovereignty andself- of thefederalandprovincial governments Sample questions:“Whatare theresponsibilities into educationalandotherinstitutions) and toinfusetraditionalIndigenousknowledge and influencefederalprovincialgovernments education toenhancetheabilitynegotiatewith provide revenue;throughengagementin Western mandates; byutilizinglandclaimsettlementsto munity planninginitiativesandlocaleducation significance ofthisapproach?” litigation ratherthannegotiation?Whatisthe Why are theserightsbeingaffirmedthrough is thelegalsignificanceofsuchaffirmations? Pamajewon, 1996,andR. v. Powley, 2003?What in R. v. Sioui,1990,R. v. Van derPeet v. , 1996,R. Supreme Court ofCanadaarticulateandaffirm to sovereignty and/or self-governancedidthe Sample questions:“Whatrightswithrespect have used to promote self-determination Canada) haveusedtopromote self-determination Ontario, theIndigenousPeoples’ Assemblyof of Commission ofCanada, theMétisNation Tapiriit Kanatami, the Truth andReconciliation Native Women’s AssociationofCanada, Inuit Watt-Cloutier, the AssemblyofFirst Nations, the Shawn Atleo, Theresa Spence, JimSinclair, Sheila and groups (e.g., ElijahHarper, PhilFontaine, through thedevelopmentofcomprehensivecom seeking tomeettheseresponsibilities (e.g., individuals andcommunitiesare meeting or ways inwhichFirstNations,Métis,andInuit external relations),andexplainsomeofthe human resourcemanagement, administration, law-making procedures, financial management, developing dispute-resolutionmeasuresand community planning, communityconsultation, visioning, riskmanagement, strategic planning, leadership, developingmembershipcodes, sovereignty, andself-governance(e.g., providing associated withIndigenousself-determination,

describe strategiesthatvariousindividuals identify someoftheresponsibilities thatare Self-Determination Responsibilities and

- D3.3 D3.4 D3.5 was thelegalsignificance ofthe1996decision “What governance structures atthelocallevel?” governments are includingin contemporary governance lawsandcustoms thatIndigenous Sample questions:“Whatare someIndigenous consensus voting) participation ofEldersandknowledge keepers, band councilmeetings, the at ceremonies closing clan/family structures, traditional opening and and chiefs customary careagreements, traditional tradition or reference tocustomarylaw members, with particular their for government as ameanstoprovide effective andaccountable ments are developinglocalgovernancecapacity a landmarkdecision?” 2013 ruling inDanielsv. Canadaconsidered and otherspursueinthecourts?Whywas of Canada?”“WhatissuesdidHarryDaniels of theTruth andReconciliationCommission outcome ofhiswork?”“Whatwasthemandate crisis? Whatislegallysignificantaboutthe George seekto endfollowingtheIpperwash Sample questions:“WhatinjusticesdidSam activities Canada, andassessthesignificanceofthese and reconciliation forIndigenouspeoplesin in Canada?” oppression through areconciliation process the legacyofresidential schoolsandcolonial ship building?”“Whyisitimportanttoaddress self-governance, andnation-to-nationrelation- reconciliation, Indigenoussovereignty and call toactionnumber45?Howdoesitconnect Sample questions:“Whatisthesignificanceof the Crown” relationship between Aboriginal peoplesand number 45,toreaffirm the“nation-to-nation justice), withparticularreference tocallaction welfare, education, languageandculture, health, Commission ofCanada(e.g., withrespecttochild Final Reportofthe Truth andReconciliation community based?” ments tobedefinedasnationbasedratherthan formulas forfunding,FirstNationsgovern- more beneficial,intermsofequalizingtransfer government ofCanada?Whywoulditbe between FirstNationsgovernmentsandthe Sample questions:“Whatisthefiscal relationship and self-governance relationship forself-determination,sovereignty, revenue” policy, andtheimplicationsofthis ments inCanada,includingthe“own-source govern federal governmentandIndigenous

analyse someofthecallstoactionin describe waysinwhichIndigenousgovern explain thefiscal relationship betweenthe (e.g., -

- in Bone v. Sioux Valley Indian Band No. 290 Sample questions: “What role does the UN play Council with respect to inherent rights to in supporting or strengthening the pursuit of practices, customs, and traditions?” sovereignty and self-governance initiatives of Indigenous peoples in Canada?” “What might

be some benefits of Indigenous individuals First Nations, Métis, and Inuit D4. The International Context and/or organizations in Canada aligning

themselves with Indigenous organizations Governance in Canada By the end of this course, students will: globally?” D4.1 explain how some factors that affect the self- determination, sovereignty, and self-governance D4.4 analyse the impact of technological advances of Indigenous peoples in Canada also affect on Indigenous peoples in Canada and around Indigenous peoples in other parts of the world the world (e.g., with reference to information and (e.g., with reference to human rights, environmental communications technology; technologies relating protection, collective security, boundary disputes, to resource exploration and extraction, surveillance, trade and tariff barriers, international support for medical science, trade and finance, transportation) the rights of Indigenous peoples) Sample questions: “How do advances in com- Sample questions: “What are some ways in munications technology enable governments which environmental laws – or the lack of to monitor the activities of individuals and such laws – have affected Indigenous peoples groups? What impact can such monitoring have on Indigenous peoples?” “In what ways

in different parts of the world? What parallels can you find between this impact and the can advances in information and communications experience of First Nations, Métis, and/or technology support cooperation and knowledge Inuit communities in Canada?” sharing between Indigenous communities and advocacy groups on a global scale?” “What is D4.2 assess the strengths and weaknesses of the relationship between Indigenous knowledge international agreements aimed at protecting systems and Western and/or Eastern approaches NDG4M various categories of rights and freedoms that to medicine? In what ways are developments are of importance to Indigenous peoples in in Western medical science compatible with Canada and around the world (e.g., declarations/ traditional knowledge? In what ways are they agreements relating to women’s rights, the rights incompatible? What is the significance of this of children and youth, religious rights, education relationship for Indigenous peoples?” “How rights; the United Nations Declaration on the might technology enhance economic/financial Rights of Indigenous Peoples) progress in Indigenous communities in Canada and in other countries around the world? How Sample questions: “What are some key inter- might technology hinder economic progress national agreements intended to protect rights in these communities or endanger traditional that are of importance to Indigenous peoples? ways of life?” Which countries and Indigenous communities were involved in establishing these agreements?” D4.5 describe some ways in which peoples “What are some circumstances that can limit

around the world have used traditional SELF-DETERMINATION, SOVEREIGNTY, AND SELF-GOVERNANCE the effectiveness with which international Indigenous knowledge to address governance agreements can protect the fundamental rights issues (e.g., with reference to planning for future and freedoms of Indigenous peoples around generations, protecting the environment, problem the world?” “How effective do you think the solving, strategic planning), and compare these UN Declaration on the Rights of Indigenous approaches with those of First Nations, Métis, Peoples has been, both in Canada and inter- and/or Inuit leaders in Canada nationally? Do you think it could play a role in shaping the future relationship between the Sample questions: “How is traditional Crown and Métis in Canada? Why, or why not?” Indigenous knowledge being used to address critical global issues such as climate change, D4.3 describe some ways in which Indigenous water security, and food security?” “Who are individuals and organizations in Canada some of the leaders in the area of Indigenous have engaged in national and international law and self-determination for Indigenous forums and with non-governmental and/or peoples, in Canada and globally? In what ways intergovernmental organizations to forward do their ideas reflect traditional Indigenous political and legal issues (e.g., with reference knowledge?” to the UN, the Institute on Governance, Amnesty International, Human Rights Watch, the Inuit Circumpolar Council)

281

GLOSSARY

The definitions provided in this glossary are band. A term used in the Indian Act to refer to specific to the curriculum context in which the “a body of Indians … for whose use and benefit terms are used. in common, lands … have been set apart”. Each band has its own governing band council, 1973 land claims policy. A policy created by usually consisting of a chief and several the federal government to negotiate and settle councillors. The members of a band usually Aboriginal rights and title claims. This policy is share common values, traditions, and practices also known as the comprehensive land claims rooted in their language and ancestral heritage. policy, and the agreements under the policy are Today, many bands prefer to be known as First also known as modern treaties. Nations. See also First Nations.

Aboriginal. A term sometimes used for the band council. A governance structure that is descendants of the original inhabitants of North defined and mandated under the provisions of America. Section 35(2) of the Constitution Act, the Indian Act. A band council of a First Nation 1982, states, “In this Act, ‘aboriginal peoples of consists of an elected chief and councillors. See Canada’ includes the Indian, Inuit and Métis also band. peoples of Canada.” These separate groups have unique heritages, languages, cultural bannerstones. Carved stones of various shapes practices, and spiritual beliefs. and complexity used as counterweights for spear-throwing devices that predated the bow. Aboriginal title. The inherent right of Indigenous They may also have been significant for cere- peoples to their lands. The Canadian legal sys- monial, spiritual, or status purposes. tem recognizes Aboriginal title as sui generis – that is, it is unique in that it derives from Beaver Wars. A series of wide-ranging conflicts Indigenous peoples’ occupation of the land throughout much of the seventeenth century since time immemorial. See also sui generis. involving a number of First Nations as well as emerging colonial powers (as supporters of amauti. A parka worn by Inuit women that specific First Nations or active participants in allows a baby or young child to be carried on the conflict) over control of territory in the either the back or front of the woman’s body Great Lakes region that supported the trade and to be moved from one position to the other in beaver furs. without exposing the child to the elements. Berger Commission. Also known as the Anishinaabe. A group of culturally related First Mackenzie Valley Pipeline Inquiry, a commis- Nations peoples living in central Canada and sion of inquiry appointed by the federal the United States, including the Algonquin, government in 1974 to investigate the impact Odawa, Ojibwe, Potawatomi, and Oji-Cree. of a proposed natural gas pipeline in northern Yukon and the Mackenzie Valley in the Aotearoa. The traditional Mãori name for New Northwest Territories. The inquiry included Zealand, the word means “the land of the long community hearings to gather local First white cloud”.

283 Nations and Inuit perspectives. The commission’s 1982. See also Constitution Act, 1982; funda- report, issued in 1977, concluded that no pipeline mental freedoms. should be built in Yukon and that the Mackenzie Valley portion should be delayed for at least ten citizenship. An understanding of the rights of years in order to settle land claims in the region. citizens within various communities (local, national, global) and of the roles, responsibil- Bill C-3, the Gender Equity in Indian ities, and actions associated with these rights. Registration Act, 2010. A bill that entitles eligible grandchildren of First Nations women clan. A system of kinship or extended family who lost status as a result of marrying non- used by various First Nations peoples. Clans are status men to register under the Indian Act. usually represented by mammals, birds, or fish that signify each clan’s unique role and respon- birch bark scrolls. Pieces of birch bark on sibilities in the community. Clans can be either which Anishinaabe communities have recorded matrilineal or patrilineal. See also matrilineal; events, stories, migration patterns, and cultural patrilineal. teachings. The scrolls, many of which are considered sacred, have been passed from colonial naming. The practice of colonizers generation to generation, forming a collective or settlers giving new names in their own history of a people. language to places or peoples they encounter. Often these names celebrate the act of coloniza- blood quantum. A practice used in defining tion or the values and icons of the colonizers. Indigenous ancestry based on the percentage of Indigenous (or status Indian) blood in an colonial wars. Conflicts that arise as a result of individual. In Canada, the Indian Act does not foreign powers establishing and maintaining specifically use blood quantum as a factor in power over a colony. determining who can pass on status to the next colonialism. A system in which one nation generation, but it still uses ancestry as a deter- establishes political control over another nation minant of status. or region, sending settlers to claim the land Calder v. British Columbia, 1973. A land claim from the original inhabitants and taking its case in which Frank Calder and the Nisga’a resources. Colonialism involves subjugation of Nation sued the government of British one or more groups of people by another. See Columbia, claiming that their title to the land also colonization. was never extinguished by treaty. Although colonization. The process in which a foreign their argument was rejected by both provincial power invades and dominates a territory or courts and the Supreme Court of Canada, the land base inhabited by Indigenous peoples, case recognized and affirmed Aboriginal title to imposing its own social, cultural, religious, unceded territory and Aboriginal title’s place in economic, and political systems and values. First Nations, Métis, and Inuit Studies

law, and initiated the federal government’s | A colonized region is called a colony. See also comprehensive land claims process, which led colonialism. to the Nisga’a Final Agreement in 2000. comprehensive land claims policy. See 1973 Canadian Charter of Rights and Freedoms. A land claims policy. part of the Constitution Act, 1982, the Charter guarantees Canadians fundamental freedoms Constitution Act, 1982. Part of the Canada Act, as well as various rights, including democratic, 1982, which repatriated the Canadian constitu- mobility, legal, and equality rights. Section 25 tion. Section 35 of the constitution recognizes of the Charter specifies that enforcement of the the Aboriginal and treaty rights of the “Indian, Charter shall not diminish Aboriginal rights, as Métis and Inuit peoples of Canada”, although recognized in section 35 of the Constitution Act,

THE ONTARIO CURRICULUM, GRADES 9–12 the full meaning of this section continues to

284 evolve. The act also contains the Canadian attempts by governments to abolish them, Charter of Rights and Freedoms. See also sometimes using physical force. Canadian Charter of Rights and Freedoms. cultural curriculum. A subject or course in Covenant Chain. A series of alliances between which the students are reflected in the course the Haudenosaunee and Europeans that were material. based on Haudenosaunee governance structures and were represented in a wampum belt. It is cultural identity. For Indigenous peoples, a referred to as a chain to symbolize the linking of form of identity based on connection to the both parties in the alliance and their promise to natural world, territory, family, clan, band, renew the relationship by polishing the chain and/or nation, often verbalized using the whenever it tarnished. original language and traditional name of the community. Cultural identity has a spiritual creation stories. Origin stories that explain the dimension derived from a strong affiliation spiritual foundation for human life and the rela- with the land and other cultural traditions. tionship between humanity and the natural world. Each nation or group of nations has its cultural preservation. The effort to protect own creation stories. cultural beliefs, traditions, and knowledge for future generations. Crown. The monarch, who is the head of the Canadian state. The relationship of First Nations, cultural protocols. The practices that guide Métis, and Inuit with Canadian governments is behaviour when one respectfully engages with often seen as a direct relationship of First an individual or group, acknowledging and Nations, Métis, and Inuit with the monarch, as following the distinct traditions, customs, and both an individual and corporate institution, world views of that individual/group. rather than with separate ministries and levels cultural safety. Based on Irihapeti Ramsden’s of government. ideas, an approach that combines knowledge Crown land. Land held by the federal or provin- and respect for Indigenous cultures with self- cial government in the name of the monarch. reflection, empathy, and the requirement to be aware of and to challenge unequal power rela- cultural appreciation. Cultural exchange that tions between individuals and within families, is conducted in an appropriate, respectful, and communities, and societies. It is particularly honourable way and with the consent and par- important in health care, education, social ticipation of the cultures involved. work, and the justice system. cultural appropriation. Using or borrowing Daniels v. Canada. A 2016 Supreme Court of elements of a marginalized culture without the Canada decision that defined Métis and non- permission of that culture. Cultural appropria- status Indians as “Indians” under the Constitution tion is harmful, diminishes the elements of the Act, 1867, making it necessary for governments culture that are appropriated, and continues the to consult them collectively on issues affecting oppression of the marginalized group. their Aboriginal rights and interests. cultural awareness. Consciousness of a culture’s day schools. Schools created by religious distinct values, traditions, beliefs, and world organizations and sponsored by the federal views. government for the purpose of assimilating Indigenous children into mainstream settler cultural continuity. The continuation and prac-

society. Day schools, which were set up near GLOSSARY tice of First Nations, Métis, and Inuit cultural Indigenous communities, differed from residen- traditions. At times, the continuation of such tial schools in that students did not board at the traditions has been concealed because of

285 school. Nevertheless, survivors of the day individuals will normally seek the advice and school system experienced emotional, physical, assistance of Elders on various traditional, as psychological, sexual, and spiritual abuse well as contemporary, issues. similar to that of residential school students. See also residential school system. environmental advocacy. Work done by groups and/or individuals with the goal of protecting decolonization. The ongoing process of recog- the environment, as well as protecting the pub- nizing and actively deconstructing colonial lic from environmental problems, through power and frameworks. Indigenous peoples lobbying, policy change, and other activities. may decolonize by giving centrality to the traditional ways of knowing, living, and being environmental stewardship. A responsible of their communities. See also colonization. approach to the natural environment that balances protection, preservation, and conser DEW Line. The Distant Early Warning (DEW) vation efforts with other human activities. Line was a series of radar stations that were set up in the Arctic during the Cold War to provide ethno-cultural group. An ethnic group with a notice of attacks on North America by missiles distinct culture. or aircraft. ethnogenesis. The process by which an ethnic disc number system. Also known as the group is formed and becomes a distinct people. “E-number” system, a system instituted by Ewing Commission. A commission set up by the federal government in 1941 that assigned the Alberta government in 1934 to investigate alpha-numeric codes to Inuit, who did not use conditions facing the province’s Métis. The surnames, for identification purposes. The commission recommended the establishment codes were stamped on discs that were sewn of Métis colonies and other actions to benefit the into clothing or worn around the neck. See also Métis. The recommendations contributed to the Project Surname. provincial Métis Population Betterment Act of doctrine of discovery. A concept embedded in 1938, which provided land for Métis settlement. a 1493 papal bull, the doctrine stated that any See also Métis Population Betterment Act, 1938. lands inhabited by non-Christians could be extinguishment of title. The termination of acquired on behalf of Europe. The doctrine Aboriginal title to lands that have been surren- of discovery became a key foundation for dered to or acquired by the Crown. European claims to lands outside of Europe. fiduciary duty. A legal term that refers to the duty to consult. A federal and provincial legal responsibility of an individual or body to work obligation to consult First Nations, Métis, and/or in good faith in the best interest of a beneficiary. Inuit individuals or communities if a decision In the context of First Nations, Métis, and Inuit

First Nations, Métis, and Inuit Studies affects Aboriginal or treaty rights.

| in Canada, this can refer to the responsibility of Eagle Staff. A cultural item of honour and sig- the federal government (representing the nificance that is usually carried by respected Crown) to work in the interest of Indigenous community members such as veterans or Elders. people, to recognize Indigenous rights and honour the responsibilities undertaken in ecological knowledge. See Indigenous ecological treaties or other agreements, and to consult knowledge. Indigenous peoples on issues that affect or concern them. Elder. An Indigenous individual whose wisdom about spirituality, culture, and life is recognized First Nations. The term used to refer to the and affirmed by the community. Not all Elders original inhabitants of Canada, except Inuit. The

THE ONTARIO CURRICULUM, GRADES 9–12 are “elderly”. Indigenous communities and term came into common usage in the 1970s to

286 replace the word “Indian”, which many found Haudenosaunee, only 48,000 remain under offensive. The term “First Nation” has been Haudenosaunee control. adopted to replace the word “band” in the names of communities. See also band. Haudenosaunee. A word meaning “the people of the longhouse”. The Haudenosaunee are the flag song. A song composed and sung to reflect Iroquoian nations of the Mohawk, Oneida, and honour a particular nation or community. Onondaga, Cayuga, Seneca, and Tuscarora peoples, which are united and governed under forced relocation. The forced removal and the Haudenosaunee Confederacy and the resettlement of a community from one region Great Law of Peace. See also Haudenosaunee to another, commonly implemented through Confederacy; Haudenosaunee Great Law policies targeting a specific group. of Peace. fundamental freedoms. Freedoms guaranteed Haudenosaunee Confederacy. The governance under the Canadian Charter of Rights and structure of the Haudenosaunee that was Freedoms, comprising freedom of conscience established by Hiawatha and the Peacemaker. and religion; freedom of thought, belief, opinion, It united the Mohawk, Oneida, Onondaga, and expression, including freedom of the press Cayuga, and Seneca, and later the Tuscarora, and other media of communication; freedom of under the Great Law of Peace to promote har- peaceful assembly; and freedom of association. mony and establish roles and responsibilities within the Haudenosaunee nations. good life. A concept rooted in Indigenous knowledge that focuses on the wholeness and Haudenosaunee Great Law of Peace. The set of balance needed to live a good and healthy life. principles that functioned as a constitution for A good life is one in which an individual always the Haudenosaunee Confederacy. It outlined the walks and talks in a good way with a good path to harmony and unity between the nations, heart and a good mind. which had been at war with one another.

Gradual Civilization Act, 1857. The act, offi healing circle. A traditional way to resolve con- cially titled “An Act to Encourage the Gradual flict or address issues, where participants gather Civilization of Indian Tribes in this Province, in a circle and respectfully speak and listen in a and to Amend the Laws Relating to Indians”, safe environment. was intended to facilitate the assimilation of First Nations in the pre-Confederation Province healing dancers. Traditionally trained dancers of Canada. It was designed as a way for the who have the power to heal through their dance government to revoke legal rights and status and regalia. Jingle dress dancers are often asso- of First Nations people through the process of ciated with healing. enfranchisement. Huron Tract. A large tract of land in central Great Spirit. Also referred to as the Creator, this Ontario that borders on Georgian Bay. Over spirit or deity, portrayed in a variety of forms two million acres were ceded by Chippewa and stories among First Nations, is fundamen- representatives to the British Crown in the tally connected with the natural, human, and Huron Tract Treaty of 1827. The Crown then spirit worlds. sold approximately one million acres to the Canada Company, whose goal was to encourage Haldimand Tract. A tract of land reserved for settlement in Upper Canada by British subjects Haudenosaunee through the Haldimand Procla and Loyalists.

mation of 1784, it consisted of ten kilometres of GLOSSARY land on either side of the Grand River. Of the Idle No More. A grassroots movement estab- 950,000 acres originally set aside for the lished in 2012 by Jessica Gordon, Sylvia McAdam,

287 Sheelah McLean, and Nina Wilson to protest, environment that derives from Indigenous and work towards changing, contemporary peoples’ long histories and experiences on the realities experienced by First Nations, Métis, land. IEK focuses on sustainable practices and and Inuit in Canada. The movement grew out reciprocal relationships between the environ- of concern over the implications of Bill C-45 ment and all living things, and preservation of with respect to environmental protection and the environment and its resources for future the sovereignty of First Nations peoples. generations.

impact and benefit agreement. A contract made Indigenous ways of knowing. Place- or com- between companies and Indigenous commu munity-based knowledge that recognizes the nities that consents to the company using interconnectedness of all living things and is Indigenous lands, but also outlines agreements obtained through an Indigenous person’s lived with respect to compensation, employment for experience, relationships, teachings, and ances- band members, and environmental impacts. tral connections to the land.

Indian. Under the Indian Act, “a person who intergenerational survivors. An individual, pursuant to this Act is registered as an Indian family member, relative, or anyone else who has or is entitled to be registered as an Indian”. been affected by intergenerational dysfunction Outside this specific legal purpose, the term is created by the traumas and other experiences of often seen as outdated and offensive, and the the residential school system. See also residen- term “First Nation” is preferred. See also First tial school system. Nations; Indian Act. Inuit (singular: Inuk). Original inhabitants of Indian Act. Federal legislation that regulates northern Canada, living mainly in Nunavut, Indians and reserves and sets out certain federal the Northwest Territories, northern Quebec, government powers and responsibilities regard- and northern Labrador. The word means “the ing First Nations and their reserved lands. The people” in the Inuit language of Inuktitut. Inuit first Indian Act was passed in 1876. Since then, are not covered by the Indian Act. The federal the act has undergone numerous amendments, government has entered into several major land revisions, and re-enactments. claim settlements with Inuit.

Indian agent. A representative of the federal Inuit Nunaat. The four Inuit regions in Canada government who enforced the Indian Act, (Nunatsiavut in northern Labrador, Nunavik in including provisions relating to land, health northern Quebec, the territory of Nunavut, and care, education, cultural practices, and political the Inuvialuit region in the Northwest structures, in a specific area or district. See also Territories). Indian Act. inuksuk (plural: inuksuit). A human-made stone

First Nations, Métis, and Inuit Studies Indigeneity. The expression of an Indigenous structure that functions to warn or inform Inuit

| identity based on one’s connection to travellers and hunters; inuksuit are important to Indigenous land, family, and/or community. Inuit survival in the Arctic climate.

Indigenous. A term referring to the original Ipperwash Provincial Park occupation. To peoples of a particular land or region. First assert a land claim in the area, in 1995 Ojibwe Nations (status and non-status), Inuit, and protesters occupied Ipperwash Provincial Park, Métis are recognized as the Indigenous peoples which had been expropriated by the federal of Canada. See also First Nations; Inuit; Métis. government in 1942. Dudley George, an Ojibwe man, was killed by members of the Ontario Indigenous ecological knowledge (IEK). Deep Provincial Police during the dispute, ultimately understanding of and knowledge about the leading to a provincial inquiry. The land in THE ONTARIO CURRICULUM, GRADES 9–12

288 question was returned to the Chippewas of medallion. A large beaded adornment that Kettle and Stony Point First Nation, along with commonly displays symbols depicting an indi- a financial settlement, in 2016. vidual’s clan, family, culture, community, or interests. kinship systems. Extended social and cultural relationships that help define an individual’s Métis. People of mixed First Nations and roles and responsibilities within a community. European ancestry. The Métis history and culture draw on diverse ancestral origins, such as Kiviuq. A figure in Inuit creation stories Scottish, Irish, French, Ojibwe, and Cree. described as a wanderer or shaman. Metis Population Betterment Act, 1938. A knowledge keepers/knowledge holders. response to the Ewing Commission, the Alberta Traditional teachers who are recognized by act allocated land for the establishment of their community as having cultural and spiritual twelve Metis settlements in the province, eight knowledge of traditions, teachings, and practices of which remain today. See also Ewing and who help guide their community or nation. Commission. kullik lighting. Traditionally, the lighting of a Métis root ancestors. Ancestral families who seal oil lamp, often made of soapstone, used by can be traced, through their names, to a Inuit for heat and light in the dark winter historical Métis community. months. Today, the lamp has taken on a ceremonial function and is often lit during events Métis sash. A symbol of the Métis people, the and ceremonies. sash was used historically for utility, decoration, and community affiliation and is worn today as land claims. A First Nation, Métis, or Inuit a symbol of Métis pride, identity, and assertion of rights over lands and resources, nationhood. and of self-government, which can also concern Aboriginal and treaty title and rights. When Métis scrip. A certificate issued to Métis families resolved, the final agreements often outline by the federal government that was redeemable rights, responsibilities, and/or benefits. either for land (160 or 240 acres) or money. The intention of the policy was to remove Métis language nests. An immersion-based program people from their traditional territories and that aims to create fluent speakers in order to settle them in new areas. revitalize language. Métis Senator. A Métis individual recognized Mackenzie Valley Pipeline Inquiry. See Berger and respected by the community, who has Commission. knowledge of Métis culture, traditions, and experience, and is dedicated to preserving Manitoba Act, 1870. A federal act establishing Métis ways of life and governance. In Ontario, the province of Manitoba. The act was created the Métis self-governance system includes one after negotiations with the Métis provisional Métis Senator on each community council. government and included provisions for the protection of Métis lands. Mica Bay Incident. A dispute in 1849 in which Métis and First Nations communities along Marble Island. A white rock island near Rankin Lake Superior led an armed opposition to the Inlet. In Inuit stories, the island was created out operations of mining companies on traditional of ice for an old woman who wished to live territories at Mica Bay, which had never been there.

ceded by treaty. This confrontation led to the GLOSSARY matrilineal. A matrilineal society is one in governor general negotiating treaties along which kinship is based on the mother’s line. Lake Superior and Lake Huron with First Nations but not with the Métis.

289 michif. The language spoken by the Métis Treaties cover parts of British Columbia, the people across the Métis homeland in Canada Northwest Territories, Yukon, Alberta, and the United States. Saskatchewan, Manitoba, and northern Ontario. The treaties are numbered 1 to 11. Mother Earth. A term reflecting a widespread spiritual belief in the centrality of the earth or on-reserve. A term referring to First Nations environment and in the earth as a mother people who live on a reserve. It can also refer to figure. services that operate within the reserve.

Nanabush. See Waynaboozhoo. oral stories. A traditional way of transmitting knowledge that is commonly used by Indige nation. A particular group that has its own nous peoples throughout the world. Stories territory, culture, and government and is carry important life lessons about the environ- independent from other nations or countries. ment, morality, cultural values, and world views, Indigenous communities are sovereign nations and encourage reciprocity and relationships that continue to seek affirmation of their nation- between the listener and storyteller. to-nation relationship in which their sovereignty and their rights to control their own people, pass system. An informal administrative policy lands, and resources are recognized and res that restricted the movement of First Nations pected. See also nation-to-nation relationship. individuals by requiring that they obtain a pass from an Indian agent in order to leave the nation-to-nation relationship. A relationship reserve. See also Indian agent. that acknowledges and respects Indigenous sovereignty and is based on recognition, rights, patrilineal. A patrilineal society is one in which respect, cooperation, and partnership between kinship is based on the father’s line. nations. peace pipe. A pipe used for ceremonial purposes, non-status. A term commonly used to refer to including to send prayers, solidify agreements, or individuals who identify themselves as “Indians”, solve disputes. Each nation has its own teachings and who may be members of a First Nation, but about the pipe and its uses. who are not entitled to inclusion on the Indian Register pursuant to the Indian Act. The Indian potlatch. A gift-giving ceremony and feast Act and its amendments define who is and is practised by Northwest Coast First Nations to not an Indian under Canadian law. See also celebrate important events and acknowledge a Indian Act. family’s status in the community. Potlatches were actively suppressed through amendments North-West Resistance. A series of battles in to the Indian Act and other policies, beginning Saskatchewan between the Metis, led by Louis in the late nineteenth century. Riel, and their allies against the Canadian First Nations, Métis, and Inuit Studies

| government. The resistance sought to secure powwow. A spiritual and social gathering that Metis land and political rights during a time of takes place among First Nations and includes increased immigration by European settlers to songs, dances, rituals, ceremonies, and/or com- the Western provinces. petitions. In Canada, powwows were outlawed by the federal government from the late nine- Nuliajuk. Also known as Sedna, a sea spirit teenth century until the 1950s. responsible for sea mammals in traditional Inuit stories. Project Surname. A project initiated in 1970 by the Canadian government to assign surnames to Numbered Treaties. Agreements made in the Inuit families who had previously been assigned years 1871–1921 between the Crown and First disc numbers. See also disc number system.

THE ONTARIO CURRICULUM, GRADES 9–12 Nations and Metis peoples, the Numbered

290 purification ceremonies. Ceremonies practised residential school survivor. A person who by Indigenous people to cleanse and bring attended a residential or day school as part of balance to an individual’s life by removing the Indian residential school system. See also negativity from the person or the environment. day school; residential school system.

Qilaut. An Inuit hand-drum made from caribou residential school system/residential schools. skin. A network of government-funded, church- run schools for First Nations, Métis, and Inuit reciprocity. A core principle of Indigenous children, the goal of which was to remove knowledge and world views that gives central- children from their homes and communities in ity to relationships. It is also an intrinsic part an effort to assimilate them into mainstream of cultural protocols with regards to sharing, Canadian society. The system aimed to eradicate giving and receiving information, and listening Indigenous languages, traditions, knowledge, to and speaking with others. and culture. reconciliation. The act of restoring peaceful restorative justice. An Indigenous approach to relations. In Canada, the term is used to refer to justice that seeks to avoid future crimes through the process of restoring and renewing relation- rehabilitation of the offender and reconciliation ships between First Nations, Métis, and Inuit with the community. and the rest of Canada. Ring of Fire. In Ontario, an area north of Thunder Red Paper. Also known as “Citizens Plus”, the Bay that contains large deposits of chromite and paper was the Indian Chiefs of Alberta’s response, other valuable minerals. Issues related to First in 1970, to the federal White Paper of 1969. See Nations rights and economic development as also White Paper. well as environmental concerns arose in connection with the development of the deposits. Red River Resistance. A Métis uprising in the Red River Colony in 1869–70, the action rite of passage. A ceremony that marks an stemmed from the proposed sale of Rupert’s important stage in an individual’s life, such as Land by the Hudson’s Bay Company to Canada birth, puberty, marriage, or death. without consultation with or the consent of Métis who lived on the land. Royal Commission on Aboriginal People. A federal commission established in 1991 that regalia. Traditional clothing worn for ceremo produced a series of recommendations in a final nial, social, and cultural occasions. The regalia report in 1996 to address Indigenous historical of each nation has its own style and meanings. and contemporary realities. repatriation. The return of cultural property to Royal Proclamation of 1763. Issued to establish the originating nation, community, family, or the boundaries of and administration in British individual. Repatriation can aid in reconciling North America following the Seven Years’ War, past injustices and allows First Nations, Métis, when New France and other French territory and Inuit individuals and communities to re- was ceded to Britain. It established the constitu- connect with cultural and family teachings. tional framework for the negotiation of treaties with the First Nations inhabitants of large reserves. Lands set aside by the federal govern- sections of Canada. ment for the use and benefit of a specific band or First Nation. The Indian Act provides that Rupert’s Land. A vast tract of land containing this land cannot be owned by individual band

rivers that flow into Hudson’s Bay, stretching GLOSSARY or First Nation members. from Quebec to the Rocky Mountains, granted to the Hudson’s Bay Company in 1670 by King Charles II.

291 sacred sites. Places that have great spiritual and liberties, and to exercise the social, educational, cultural significance to a particular group. economic, institutional, and moral freedoms and responsibilities of that society. self-governance. A system in which a commu nity or nation has the right to govern itself and songlines. Also known as dreaming tracks, to control the administration of its land, people, songlines are ancestral songs that Indigenous and resources. people of Australia have used, and continue to use, to map their travels across the lands. self-identification. To voluntarily identify oneself as First Nation, Métis, or Inuit. sovereignty. Independent control or authority over a particular area or territory. settler. A person who migrates to an area and establishes permanent residence, often dis spiritual identity. The foundation of an individ- placing Indigenous populations. ual’s identity that is rooted in the behaviour and values found within spiritual beliefs. settler government. A governance system introduced upon colonization that ignores the spiritual interconnectedness. The connection rights of the Indigenous people of the territory, between the spirit in all things, including the focusing instead on exclusion or assimilation. people, the land, and the natural world.

shaman. In some Indigenous spiritual traditions, state-coerced sterilization. Policies that target- a person who is responsible for holding cere- ed specific groups based on ability, ethnicity, monies, communicating with good and bad race, and/or class to control what the govern- spirits, healing people from illness, and tracking ment deemed “undesirable” populations game animals. An Inuk shaman is called an through forced sterilization. angakok. status Indian. See Indian. Sixties Scoop. The removal, during the 1960s, of First Nations, Inuit, and Métis children from storywork. A framework, described by Stó:lo their homes and their subsequent placement in scholar Jo-ann Archibald, for understanding the the foster care system or, in the majority of characteristics of Indigenous oral narratives and cases, with non-Indigenous families, without the process of storytelling. Storywork establishes the consent of their parents, guardians, or com- a receptive listening context for holistic meaning- munities. Victims of the Sixties Scoop are often making, bringing storytelling into educational referred to as the Stolen Generation. contexts and demonstrating how stories have the power to heal the heart, mind, body, and smudge. A process of cleansing or purification spirit. Storywork is built on the seven principles that uses the smoke from the burning of sacred of respect, responsibility, reciprocity, reverence, medicines or plants to say prayers, cleanse holism, interrelatedness, and synergy. First Nations, Métis, and Inuit Studies

| the senses, and start the day in a good way. Smudging is commonly practised by First sui generis. A Latin term meaning “unique” or Nations peoples. Although Inuit and Métis “one of a kind”, it is used to describe the unique people did not traditionally smudge, many place of First Nations, Métis, and Inuit rights, follow the practice today. treaties, and/or relationships in Canadian law.

social action. An individual or group effort to sunrise ceremony. A ceremony, performed at address societal issues through social reform. sunrise, to give thanks to the Creator. Many First Nations communities hold sunrise social justice. A concept based on the belief that ceremonies to mark special events or gatherings, each individual and group within a given soci- and such ceremonies may include a smudge, a ety has a right to equal opportunity and civil prayer, drumming, or a pipe ceremony. THE ONTARIO CURRICULUM, GRADES 9–12

292 talking stick. A talking stick, which symbolizes traditional harvesting rights. The rights of the right or authority of a person to speak, is First Nations, Métis, and Inuit to hunt, fish, used by many First Nations, Métis, and Inuit trap, and/or gather on traditional territory or cultures to promote active, respectful listening ancestral land. in council circles, ceremonies, and Indigenous governance and justice structures such as talking traditional medicine. Sacred plants or herbs that or healing circles. are used for specific ceremonial purposes to promote healing, health, or spiritual connection. Teaching Rocks. Refers to Kinomaage-Waapkong, or the “Rocks That Teach”, which are historical traditional territory. The ancestral lands of carvings sacred to members of the Curve Lake Indigenous peoples. These territories are First Nation. The Teaching Rocks are also geographical areas that may be defined by known as petroglyphs. occupancy, familial ties, travel routes, trade partners, resource management, and/or a terra nullius. Deriving from a Latin term mean- strong connection to place through cultural ing “nobody’s land”, the principle of terra nullius identity and language. was used to justify control and settlement of First Nations territory by colonizers who main- treaty rights. Indigenous rights specified in a tained that it was unclaimed land, ignoring First treaty. Rights to hunt and fish in traditional Nations sovereignty and rationalizing the territory and to use and occupy reserves are forced relocation of Indigenous communities. typical treaty rights. This concept can have different meanings depending on context and Thirteen Moon Teachings. A yearly calendar, the perspective of the user. observed by many First Nations communities, that follows the lunar cycle and the cycle of trickster. A central figure in many Indigenous nature. The Thirteen Moon Teachings are often stories. The trickster is portrayed in a variety of taught using a turtle’s back that has thirteen forms, depending on the community and the circular patterns in the centre shell, signifying purpose of the story, but in most contexts the that all things are connected. character plays tricks, challenges boundaries and social norms, and generally reveals some- Three Fires Confederacy. The Ojibwe thing about the nature of human life and the (Chippewa), Odawa, and Potawatomi Nations natural world. formed the Confederacy of the Three Fires, which joined peoples who shared similar lan- Truth and Reconciliation Commission Calls guages and territories and who met together to Action. In its Final Report, the Truth and for military and political purposes. Each nation Reconciliation Commission of Canada compiled had its own role in the confederacy. ninety-four calls to action to “redress the legacy of residential schools and advance the process tikinagan. A type of decorated cradleboard used of Canadian reconciliation”. The calls address, by the Cree and Ojibwe peoples to safely trans- among other things, realities related to health, port an infant, who would first be wrapped in a education, child welfare, and language and cul- moss bag and then bound securely to the board ture, and encourage everyone to work together using laces made of thin leather strips. to change policies and programs in an effort to repair relationships and to move towards recon- traditional governance systems. The communal ciliation between all people. See also Truth and social structures and approaches used by Indige Reconciliation Commission of Canada. nous communities in governing their lands, people, and resources. Traditional governance Truth and Reconciliation Commission of GLOSSARY systems were informed by family, community, Canada (TRC). A federally commissioned inves- and cultural values. tigative body, created in 2008, whose mandate

293 was to learn the truth about the experience of visions. A term used in many Indigenous residential school survivors and, in doing so, to communities to describe dreams or sensory create a historical record of and promote aware- experiences that provide insight into future ness and public education about the history and events, decision making, or truths and are impact of the residential school system. See also provided by specific people in the community residential school system. such as seers and shamans.

two-eyed seeing. This term, coined by Mi’kmaq wampum belts. Beaded purple and white belts Elder Albert Marshall, refers to an approach used as both a living record and mnemonic de- of seeing the world through two perspectives, vice to pass on important information such as Indigenous and Western or European, to ad- treaties, agreements, laws, practices, and dress issues or solve problems. The goal is for a protocols. balanced perspective that does not allow one perspective to dominate over the other but rather war bonnet. A feathered headdress that is gifted uses the strengths of both to find a solution. to a respected person in a First Nations community and worn for ceremonial, political, or two-spirited. An Indigenous person who pos- cultural purposes. sesses both a masculine and feminine spirit. The term can also be used to identify gender, sexual, Waynaboozhoo (also Nanabush). An important and spiritual identities outside of traditional figure in Ojibway creation stories and storytelling Western definitions and binaries. who acts as a trickster or shape-shifting figure. See also trickster. uluit (singular: ulu). Traditional knives used by Inuit. Uluit normally have curved or triangular White Paper, 1969. (Officially titled “Statement blades with a handle fixed behind and parallel of the Government of Canada on Indian Policy”) to the cutting edge. A policy proposal to end the legal relationship between Indigenous people and the Canadian umiaq. An open Inuit boat made of skin and state by dismantling the Indian Act. The contro- propelled by paddle. It was designed for trans- versial proposal would have established legal porting people and goods but was also used for equality for First Nations, Métis, and Inuit, whaling expeditions. eliminating “status Indian” as a legal category. The proposal was dropped following opposition unceded territory. Lands that have not been by many First Nations individuals and commu surrendered by First Nations or acquired by the nities, who saw it as an attempt to eliminate Crown. First Nations title to unceded territory treaty rights and the responsibility of the Crown. has not been extinguished. windigo. In Anishinaabe stories, a supernatural, United Nations Declaration on the Rights of cannibalistic creature or spirit who embodies Indigenous Peoples. Adopted by the United

First Nations, Métis, and Inuit Studies greed and gluttony, and murders and eats its

| Nations General Assembly in 2007, the victims. In the stories, a person can become a declaration identifies a universal framework windigo as a result of either greed or starvation of standards for the treatment of Indigenous and isolation. peoples around the world and elaborates on existing human rights standards and fundamental freedoms, including, but not limited to, those related to culture, language, health, and education. THE ONTARIO CURRICULUM, GRADES 9–12

294 The Ministry of Education wishes to acknowledge the contribution of the many individuals, groups, and organizations that participated in the development and refinement of this curriculum policy document. 18-007 ISBN 978-1-4606-7939-5 (PDF) © Queen’s Printer for Ontario, 2019