A1. Exploring
Specific Expectations
Identifying Text Forms
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., Métis medallions and clothing communicate kinship ties through colour and ornamentation; the song sung by Anishinaabe/Ojibwe women water keepers communicates their sacred responsibility to heal Mother Earth and take care of the water supply)
- Why is a pipe considered a cultural text form in First Nations and Métis cultures? How does the role of pipe carrier communicate meaning in relation to the pipe? What similar cultural text form and associated role can you identify in contemporary non-Indigenous society? What do such roles imply about a culture’s beliefs and values?
Formulating Questions
A1.2
formulate 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 does ‘non-status’ mean?”; comparative question: “What are some similarities between Sedna in Inuit creation stories and Kumugwe in Kwakwaka’wakw creation stories?”; causal question: “What are some consequences of Coyote’s trickery for other characters in the story?”)
- What questions might help you understand the meaning of the cultural text forms that are present at a local First Nations, Métis, or Inuit gathering?
Exploring Identities
A1.3
identify and describe some 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 spiritual beliefs, cultural identities, self-identification and legal identification in Canada, feelings of loss and marginalization)
- How does the main character of the story self-identify culturally?
- How does the residential school survivor in this narrative reveal feelings of loss? What are the survivor and the survivor’s family doing to relearn their culture?
Exploring Relationships
A1.4
identify and describe some 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 family ties, the continuance of traditional practices in urban settings to honour and renew a relationship with the spirit, the relationship between community goals and community-based educational programming and/or workplace training)
- In this story, the main character refers to friends of his mother as aunties. How does this reflect his world view about family and community?
- In these oral texts, what is the significance of Mother Earth? What is the relationship of Mother Earth to Father Sky, Grandfather Sun, and Grandmother Moon?
Exploring Self-Determination, Sovereignty, and Self-Governance
A1.5
identify and describe some 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 border crossing and citizenship, status and non-status legal classifications for members of First Nations communities; economic activity and sustainability)
- What types of cultural text forms are traditionally associated with expressions of sovereignty or self-governance?
Comparing Perspectives
A1.6
compare a few 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 the perspectives on the role of the extended family presented in a text by an Inuk author and one by a non-Indigenous author; after reviewing two or more texts, define success and well-being from a First Nations, Métis, or Inuit perspective and identify some similarities and differences with a non-Indigenous perspective)