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)

A2.4

describe a range of contemporary and historical factors affecting public access to First Nations, Métis, and Inuit text forms, including cultural text forms (e.g., the role and reasoning of the courts in regulating First Nations, Métis, and Inuit self-expression in the nineteenth and first half of the twentieth century; the number of people with knowledge of writing systems, such as the Inuktitut syllabic system, that are used in various First Nations, Métis, and Inuit text forms; the number of speakers of Indigenous languages used in various oral text forms; the role and reasoning of Elders, Métis Senators, knowledge keepers, and/or knowledge holders in protecting traditional and/or sacred knowledge)

A2.5

describe a range of issues related to attempts to apply Western cultural criteria to First Nations, Métis, and Inuit text forms, including cultural text forms (e.g., issues arising from copyright law and notions of individual ownership of cultural products; the privileging of Western text forms, such as print, over other forms, such as oral expression; non-Indigenous appropriation of First Nations, Métis, and Inuit traditional knowledge)