curriculum day first nations, métis, and inuit studies, grades 9...
TRANSCRIPT
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Curriculum Day
First Nations, Métis, and Inuit
Studies, Grades 9 – 12 (Draft)
Formerly Native Studies
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Situating ourselves…
Boozhoo, Tansi, Se’Koli, Welcome
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Goals of Curriculum Session
1. Increase understanding of draft revised curricula:
First Nations, Métis, and Inuit Studies
2. Share information about major shifts in draft First
Nations, Métis, and Inuit curriculum
3. From Curriculum to Practice:
Assessment and Leadership - Matawa Experience
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Minds On
What did you learn about First Nations, Métis and Inuit people when you
were in school?
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In 2025, what should citizens
having taken First Nations, Métis
and Inuit Studies in Ontario’s
publicly funded schools know?
How will we know that curriculum is
making an impact?
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Vision:
First Nations, Métis, and Inuit Studies
Knowledge and skills acquired in this program will benefit all Ontario
students, both aboriginal, and non-aboriginal. In a rapidly globalizing
society, it is important that all students have a firm understanding of the
First Nations, Métis, and Inuit cultures, languages, histories and world
views which continue to be foundational to Canada.
In learning about Aboriginal peoples of the past and the present, students will consider multiple viewpoints and perspectives in their
decision making necessary for the 21st century.
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Identified Strengths:
• It is important that students demonstrate critical thinking
skills and gain a new world perspective to better
understand the relationship, role, and contributions of
First Nations, Métis, and Inuit persons and communities
• Having specific expectations in the Ontario curriculum
that highlights both the differences and similarities of
different nations provides the depth of knowledge
needed to grasp the intricacies of Aboriginal diversity in
Canada.
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Key Recommendations
1. Change expectations and examples to more accurately represent the diversity of First Nations, Metis and Inuit peoples
2. Some Learning Expectations appear negative - create a positive and more hopeful balance
3. Courses need to go deeper not wider; remove repetition
4. Present traditional and contemporary gender roles, strengthening the role of women
5. Support teachers with guidelines, prompts, examples for sensitive issues
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Draft Revisions
Grade 9 - NAC10 Expressions of Aboriginal Cultures (formerly) Expressing Aboriginal Cultures
Course Description
• This course will explore a variety of First Nations, Métis, and Inuit art forms
such as Indigenous Media, Indigenous Music/Dance/Theatre/Storytelling,
Indigenous Visual Arts including installation and performance art, clothing,
and architecture. Students will examine the interrelationships between First
Nations, Métis, and Inuit art forms and individual and cultural identities and
values. Students will demonstrate innovation as they learn and apply
concepts, styles, and conventions to express their own ideas and
understanding of First Nations, Métis, and Inuit identities, relationships, and
sovereignties in Canada. Students will use the creative process and
responsible practices to explore solutions to integrated arts challenges.
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NAC10 EXPRESSIONS OF FIRST NATIONS, METIS, AND INUIT CULTURES
Integrated Arts The expectations for this course are organized into five distinct but related strands that weave through 3
major art focus areas:
• Media Arts,
• Music/Dance/Theatre
• Visual Arts/Installation/Performance Art/Clothing/Architecture
A. Foundations in Aboriginal Arts (Terminology, Context and Influences,
Conventions and Responsible Practices)
B. Elements of Traditional Societies and Cultural Expressions of Identity,
Relationships, and Sovereignties in Canada (Elements of Culture, Connections
to the Land, World Views, Expressions of Sovereignty)
C. Reflecting, Responding, and Analysing (Reflections on Cultural Identities,
Portrayals of First Nations, Métis, and Inuit Cultures, Artistic Relationships)
D. Creating and Presenting (Aboriginal Arts Promoting Dialogue and Healing)
E. Connections Beyond the Classroom (Reclamation and Sustainability of
Aboriginal Cultures)
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Draft Revisions
Grade 10 – NAC20
First Nations, Métis, and Inuit Peoples in Canada
Course Description
• This course explores the histories of First Nations, Métis, and Inuit in Canada from precontact to the present day. Students will examine past social, cultural, economic, and political trends and developments and how they have affected the lives of First Nations, Métis, and Inuit people. Students will apply the concepts of historical thinking and historical inquiry process to investigate a range of issues, events, and interactions that affected First Nations, Métis, and Inuit peoples, including those that have an impact on relations between First Nations, Métis, and Inuit people and other Canadians today.
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NAC20 FIRST NATIONS, METIS, AND INUIT PEOPLES IN CANADA
History Course
Students will apply the concepts of historical thinking and the historical inquiry
process to investigate a range of issues, events, and interactions that affected First
Nations, Métis, and Inuit peoples in Canada
Strands A. Indigenous Turtle Island Prior to 1500
B. 1500 – 1763: Contact, Conflict and Treaties, Imposition of Colonialism
C. 1763 – 1876: Settler and State Expansion; Aboriginal Resistance
D. 1876 – 1969: Assimilation Attempts and Encroachment
E. 1969 – Present: Resilience, Reclamation, and Reconciliations
Sub Strands
• Social, Economic, and Political Contexts
• Communities, Conflicts, and Cooperation
• Identity, Culture, and Sovereignty
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• Grade 11 NDA3M
Current Aboriginal Issues in Canada
• Grade 11 NBV3C & NBV3E
Aboriginal Beliefs, Values, and
Aspirations in Contemporary Society
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• Grade 12 NDG4M - Aboriginal
Governance: Emerging Directions
• Grade 12 NDW4M Issues of Indigenous
Peoples in a Global Context
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www.eduGAINS.ca
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Linking First Nations, Métis and
Inuit Studies
to
Assessment and Leadership
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What are the LINKS?
• Fundamental principles of both documents
• Assessment for learning practices for all
students
• Planning instruction with assessment in mind
• Student engagement in all learning settings
• Increased student achievement for First Nations,
Métis, and Inuit students
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We are learning to:
• Develop a common understanding of assessment for, of, and as learning
• Identify, describe, and create learning goals and success criteria
• Connect Assessment for learning, instructional leadership, and embedded learning in classrooms and in schools
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Growing Success
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The Assessment Framework
“Conversations”
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Activity
Unpacking Learning Goals and Success Criteria (Planning Assessment with Instruction)
• Write 1 Learning Goal based on Overall Expectations
• Co-Construct Success Criteria for Learning Goal
• Create one rich task that relates to your learning goal and
success criteria
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Instructional Leadership
Job Embedded Learning
Assessment for learning
Leading Assessment for Learning Cultures
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Knowledge and skills acquired in this
program will benefit all Ontario
students, both aboriginal, and non-
aboriginal. In a rapidly globalizing
society, it is important that all students
have a firm understanding of the First
Nations, Métis, and Inuit cultures,
languages, histories and world views
which continue to be foundational to
Canada.
In learning about Aboriginal peoples of
the past and the present, students will
consider multiple viewpoints and
perspectives in their decision making
necessary for the 21st century.
Aligning the Vision
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Teachers look at many types of evidence which will show that a
student has learned the required curriculum content and skills:
projects
conversations observations
demonstrations
assignments
portfolios tests
essays
How will we know that curriculum is making an impact?
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Knowledge + Awareness = Understanding