The Ontario Curriculum, Grades 9-12 - Ministère de l'éducation ...

NATIVE LANGUAGES, GRADES 9 AND 10 (1999) AND
GRADES 11 AND 12 (2000)
See the Preface for important information on the organization of the following material.
In the Oral Communication, Reading, and Writing strands of the Native language courses, the
development of environmental education can be fostered through the learning context (e.g., a
topic, thematic unit, or issue related to the environment) and through materials used in the
classroom (e.g., books, websites, media). Stories and legends play an important role in First
Nation, Métis, and Inuit cultures, often telling of the relationship between humans and their
environment. The retelling of such stories and legends in Native language courses thus offers a
natural opportunity for environmental education. In addition, teachers of Native language
courses can draw upon the understanding and involvement of the local community with respect
to environmental concerns to help their students make environmental connections through
language study.
Native Languages, Level 1, Open (NL1) (LNAAO–LNOAO)
Oral Communication
• demonstrate an awareness of Native oral traditions (e.g., Native legends, stories, songs)
Native Languages, Level 2, Open (NL2) (LNABO–LNOBO)
Oral Communication
– compare the creation stories of various Native communities
– retell Native legends and stories
Native Languages, Level 3, Open (NL3) (LNACO–LNOCO)
Oral Communication
• use various forms of communication to express Native philosophy
– retell Native legends, stories, and community histories with accuracy
Note: The particular philosophy will determine the extent of the environmental connections that
can be made.
Native Languages 87