Outcome Chart – Ontario – English: Understanding Contemporary First Nations, Métis, and Inuit Voices – University Preparation Grade 11
Strand A. First Nations, Métis, and Inuit perspectives and text forms in Canada
Overall Expectations:
A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada 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;
Specific Expectations:
A2.1 determine how the messages relating to First Nations, Métis, and Inuit cultures conveyed in various contemporary and historical Indigenous text forms, and, as appropriate, in non-Indigenous texts, might change if they were presented from a range of different perspectives (e.g., the perspectives of contemporary federal politicians, Métis community leaders, First Nations women affected by gender discrimination in the Indian Act, children in residential school, women whose lives are depicted in the text, settlers, priests), and make appropriate inferences about how the viewpoint of the creator/author is shaped by factors related to historical period, gender, culture, sexual orientation, ability, and/or politics
A2.2 identify contradictions in how First Nations, Métis, and Inuit cultures have been depicted in various contemporary and historical Indigenous text forms, and non-Indigenous texts (e.g., “noble” and “philosophical” versus “uncivilized” “savages”, sovereign nations versus wards of the government, economically diverse versus impoverished, spiritually rich versus irreligious), and analyse the reasons for the divergence of views
A2.3 make inferences of increasing subtlety about attitudes towards First Nations, Métis, and Inuit content in various contemporary and historical text forms, providing explanations that draw on a range of appropriate evidence to support their opinions (e.g., relative amount and prominence of material; placement of First Nations, Métis, or Inuit content in relation to other content; integration of First Nations, Métis, or Inuit content into, and/or degree of relevance to, the main theme or argument of the text; reliance on primary or secondary sources of information)
MediaSmarts Resources
Overall Expectations:
A3. Reconstructing: demonstrate an understanding of the role of contemporary and historical text forms created in Canada in representing the diversity of First Nations, Métis, and Inuit lives, cultures, and world views, and assess the impact on Canadian society of efforts to challenge colonialist views and incomplete or inaccurate representations.
Specific Expectations:
A3.3 analyse and compare the ways in which the diversity of First Nations, Métis, and Inuit lives, knowledge, cultures, and world views is represented or under-represented in various contemporary and historical text forms (e.g., compare depictions of a specific First Nation, Métis, or Inuit culture in a contemporary documentary and a mid-twentieth-century documentary to determine how accurately the culture is differentiated from other cultures in each case; describe some ways in which contemporary Indigenous authors such as Richard Wagamese and Eden Robinson have shaped literary representations of First Nations, Métis, and Inuit diversity; describe how the use of words such as ‘Aboriginal’, ‘Indian’, and ‘Indigenous’ in historical text forms might undermine the concept of First Nations, Métis, and Inuit diversity, and explain the challenge this represents for contemporary historians)
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., compare how the political interests of First Nations, Métis, and Inuit voters are depicted in the media by Indigenous and non-Indigenous media sources; assess the currency of information about First Nations, Métis, and Inuit communities in various history textbooks; compare various literary portrayals of First Nations, Métis, and Inuit individuals and cultures by Indigenous and non-Indigenous writers), and explain, with increasing insight, how updated representations can influence society (e.g., television programs representing First Nations, Métis, and Inuit individuals engaged in a wide range of activities and careers broaden awareness of contemporary lifestyles; new textbook editions reflecting current perspectives on historical events involving First Nations, Métis, and Inuit communities ensure that misconceptions are not perpetuated; short stories and poetry by First Nations, Métis, and Inuit authors raise awareness of continued injustices and inequalities, and of the significance of cultural revitalization)
MediaSmarts Resources
Strand E: Media Studies
Overall Expectations:
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;
Specific Expectations:
E1.1 explain how media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources, including increasingly complex or difficult texts, are created to suit particular purposes and audiences
E1.2 interpret media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey
E1.3 evaluate how effectively information, themes, ideas, issues, and opinions are communicated in media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose
E1.4 explain why the same media text might prompt a variety of different responses from different audiences
E1.5 identify the perspectives and/or biases evident in media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power
E1.6 explain how production, marketing, financing, distribution, and legal/regulatory factors influence the First Nations, Métis, and Inuit media industry
MediaSmarts Resources
Overall Expectations:
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;
Specific Expectations:
E2.1 identify general and specific characteristics of a variety of media forms and explain, with increasing insight, how they shape content and create meaning in the context of First Nations, Métis, and Inuit cultures
E2.2 identify conventions and/or techniques used in a variety of media forms and explain, with increasing insight, how they convey meaning and influence their audience in the context of First Nations, Métis, and Inuit cultures
MediaSmarts Resources
Overall Expectations:
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;
Specific Expectations:
E3.1 describe the topic, purpose, and audience for media texts they plan to create on subject matter related to First Nations, Métis, and Inuit cultures
E3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create on subject matter related to First Nations, Métis, and Inuit cultures, and explain why it is the most appropriate choice
E3.3 identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively
E3.4 produce media texts, including increasingly complex texts, on subject matter related to First Nations, Métis, and Inuit cultures, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
MediaSmarts Resources
Overall Expectations:
E5. First Nations, Métis, and Inuit Voices in Contemporary Media: identify various contributions of individuals, organizations, and initiatives, including technological initiatives, to the development 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:
E5.1 describe the contributions of a variety of individuals, organizations, and initiatives to the development and production of contemporary First Nations, Métis, and Inuit media texts
E5.2 analyse the influence of contemporary First Nations, Métis, and Inuit media texts on identities and heritage in Canada, commenting with increasing insight on the role of media production as a social and cultural force in First Nations, Métis, and Inuit communities
E5.3 analyse the role of media literacy and media access in promoting the work of contemporary First Nations, Métis, and Inuit media creators, drawing on evidence from a variety of technological initiatives to support their conclusions