A1. Political Inquiry
Specific Expectations
A1.1
formulate different types of questions to guide investigations into contemporary issues, events, and/or developments relating to Indigenous peoples in Canada (e.g., factual questions: What are some rights and responsibilities of a citizen living in a First Nation community? What are some rights and responsibilities of Métis living within traditional territories? What forms of government do Métis and First Nations communities in Ontario have?; comparative questions: What are the differences and similarities in the positions taken by all levels of government with respect to the Ring of Fire mining development in northern Ontario? How does the impact on Métis people of the Daniels v. Canada case compare and contrast with the impact on Inuit of the Supreme Court of Canada reference [1939] SCR 104?; causal questions: When First Nations governments have developed their own education plans/systems, what impacts have there been on the treaty rights of those nations? What benefits might the implementation of the Ingirrasiliqta: Let’s Get Moving – Nunavut Transportation Strategy have for the people of Nunavut and for Canadians in general?)
A1.2
select and organize relevant evidence, data, and information on contemporary issues, events, and/or developments relating to Indigenous peoples in Canada from a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources: literature, documentaries and other films, interviews, photographs, speeches, financial documents, surveys, oral and written histories, stories, visions, ceremonial and other traditional practices; secondary sources: investigative news stories, textbooks, most websites), ensuring that their sources reflect multiple perspectives
- Which Indigenous knowledge sources might be relevant to your investigation? Where might you find them? What other sources might you consult to supplement the information?
- How can you ensure that your sources reflect a variety of perspectives?
A1.3
assess the credibility of sources relevant to their investigations (e.g., the reliability of the evidence presented; the purpose, perspective, intended audience, and context of a source; the bias, values, and expertise of a speaker or author), while respecting Indigenous world views and ways of knowing (e.g., acknowledging that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another; questioning claims of exclusive authority)
- What specific evidence or data do these authors use to support their position?
- If your sources of information present incompatible ideas about an issue, what criteria might you use to determine which source is the most credible?
- Whose voice is reflected in this source? Whose voices have been omitted or misrepresented? What are the implications?
- What commonly accepted research standards must public opinion polls adhere to? Do you think it is important for the reporting of public opinion to be subject to a code of conduct and ethical benchmarks? Why, or why not?
A1.4
interpret and analyse evidence, data, and information relevant to their investigations, using various tools, strategies, and approaches appropriate for political inquiry (e.g., use a five Ws chart to identify gaps in the data they have gathered; use a cross-classification chart to compare the points of view of different interest groups on a particular issue and to determine whether all perspectives are represented in their data; assess the validity and rank the importance of various points made in their sources; discuss, clarify, and compare positions on an issue with their peers)
- What type of survey tool could help you compare different positions on an issue?
- If you were talking to people who were extremely passionate about an issue, what questions might you ask to get them to clarify and build on their ideas?
- In the course of your investigation, what approaches would help you take into account the ideas of people whose voices are not always heard?
- How might you incorporate information from First Nations, Métis, and Inuit voices and/or teachings into your investigation? What strategies might you use to assess this information?
A1.5
use the concepts of political thinking (i.e., political significance, objectives and results, stability and change, political perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding contemporary issues, events, and/or developments relating to Indigenous peoples in Canada (e.g., apply the concept of political significance when analysing the impact of Elijah Harper’s decision not to support the Meech Lake Accord; use the concept of objectives and results when assessing the intended and unintended impact of a community-planning decision; consider the concept of stability and change when analysing the election of the national Chief of the Assembly of First Nations, the Métis National Council president, or the Inuit Tapiriit Kanatami president; use the concept of political perspective when evaluating the position of Métis leaders on the inclusion of Métis people in section 35 of the Constitution Act, 1982)
- 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 as a whole? What role do you think national media coverage of the proceedings in the Manitoba legislature played in the final rejection of the Accord?
A1.6
evaluate and synthesize their findings to formulate conclusions and make informed judgements or predictions about the issues, events, and/or developments they are investigating
- What have you learned from your investigation of this event? Has your view changed over the course of your investigation? If so, why? If not, in what specific ways did your findings support your original position?
- When you review your research, which facts and arguments do you consider most persuasive? How have they affected your conclusion?
A1.7
communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a news article that highlights the civic responsibilities and/or concerns of citizens living in First Nations, Métis, or Inuit communities; a presentation on the political perspectives expressed by First Nations, Métis, or Inuit community members on an issue relating to their communities; a song to commemorate or raise awareness about a violation of Indigenous rights in Canada; a documentary slideshow about the rise of the Idle No More movement; a petition calling for clean, potable water on reserves; a debate about the issues to be addressed in a land claim settlement; a budget to forecast expenses for a community project or a new business venture; a work of art commenting on several of the roles women have in First Nations, Métis, or Inuit communities)
A1.8
use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, bibliographies, reference lists) to acknowledge all sources of information (e.g., articles, blogs, books, films or videos, policy documents, oral evidence, websites)
A1.9
use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topics; terms related to the concepts of political thinking; terms associated with First Nations, Métis, and Inuit individuals and communities that appropriately represent contemporary and/or historical contexts)
