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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.
A1.1 Identify various cultural text forms and associated customs from First Nations, Métis, and Inuit cultures, and explain how they support the communication of meaning within the society (e.g., birch bark scrolls used by Anishinaabe communities to record events, stories, migration patterns, and cultural teachings form a collective history of a people; a buffalo-hide robe painted with symbols representing life events is an autobiographical text form that conveys family history; Northwest Coast Tsimshian button blankets are decorated with patterns made from mother-of pearl buttons to represent an individual’s clan; Inuit women engage in katajjaq, or throat singing, producing rhythmic patterns of voiced and unvoiced sounds through inhalation or exhalation, as an entertainment or in some cases to soothe babies; ceremonial and traditional clothing incorporates nation-affiliated symbols and/or traditional designs to allow wearers to express their cultural identity)
A1.2 Formulate increasingly effective questions to guide their explorations of themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., factual question: “What are some issues related to the legal status of the Two Row Wampum Treaty?”; comparative question: “What are some similarities and differences between First Nations, Métis, or Inuit accounts of the creation of the world and those of other cultures?”; causal question: “What are some consequences of the ways in which First Nations, Métis, and Inuit cultures have been represented in history, science, and geography texts written for Canadian schools?”)
A1.3 Identify and explain diverse themes, ideas, and issues related to First Nations, Métis, and Inuit identities, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to cultural identities, legal identification in Canada, self-identification and related terminology, the link between identity and traditional territories, individual roles and responsibilities within clan family structures)
A1.4 Identify and explain diverse themes, ideas, and issues associated with relationships in First Nations, Métis, and Inuit cultures, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to the interconnectedness of all living things, the rights and responsibilities derived from natural law that shape the relationship between humankind and nature, ancestral relations between the spirit world and families, the relationship between Aboriginal title and treaty rights and human rights and freedoms, the connection between familial ties and community ties)
A1.5 Identify and explain diverse themes, ideas, and issues related to First Nations, Métis, and Inuit self-determination, sovereignty, or self-governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to nation-to-nation relations, land claim disputes and resolutions, traditional territories, linguistic and cultural revitalization, citizenship, colonialist policies, the principles of the Two Row Wampum)
Comparing Perspectives
A1.6 Compare multiple perspectives on themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in various texts from both Indigenous and non-Indigenous sources (e.g., compare perspectives on the role of society in family affairs presented in the Two Row Times, Nunatsiaq News, or Métis Voyageur and in one or more mainstream newspapers; identify how the perspectives on the commoditization or protection of natural resources such as seeds, water, soil, and air presented in a variety of texts contradict or confirm one another)
Students realize the vision for the program as they:
