Relationships

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In this unit, you will learn about the foundations of how First Nations, Métis, and Inuit communities had, and continue to have, relationships with the world around them. Through political inquiry and critical thinking, you will examine the ways in which Indigenous Peoples traditionally had relationships with the Earth and how this informed their identities, roles and responsibilities, governance structures, and more. You will learn how these relationships were the foundations for the original intentions with settler communities and connect your understandings back to your lived experiences and local communities.

In this learning activity, you will first explore how you form relationships with the world around you. Like much of the content in this course, you will be asked to explore the guiding question and connect what you learn about First Nations, Inuit, and Métis Peoples to your own understandings of the world including your social and political views, decision-making, and what problems you hope to change in the world.

In the course overview, you were introduced to the framework around how First Nations, Métis, and Inuit related to themselves, each other, and the world around them.

The elements that shape First Nations, Métis, and Inuit relationships with the world. The 6 elements are: language & worldview; land & natural world; health & wellness; identity, family & community; roles, responsibilities, right and governance; traditional, knowledge, protocols and education.

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Relationships around me

Take some time to examine the model of First Nations, Métis, and Inuit relationships more deeply and start to think about how you create relationships with the world around you. How does your identity (language, geography, location, ancestors, family, traditions, community, and so on) impact you, your ideas, and actions in the world?

Consider that the term "family" has evolved in so many ways over the years. For some, it is a large part of everyday life while for others, it may be something to continually question and define. The term is on a continuum of sorts and one thing is for sure, "families" change.

The term itself is not without controversy because of a non-exact definition and that means it is open to interpretation. What constitutes your idea of "family" should be decided by you.

It is important to note that every family is unique in their own way.

Portfolio

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Brainstorm a list for yourself to begin to try and answer the following questions and add your thoughts to the print or digital folder that you are using for portfolio entries.

  1. How do I form relationships between myself, others, and the world around me?
  2. How do these relationships impact my identity, ideas, and actions in the world?

Create a mind-map or image similar to the framework for First Nations, Métis, and Inuit relationship with the world to track your ideas. Use shapes, colours, and other details to differentiate between the criteria as demonstrated in the illustration framework. You can also use arrows to show how you "move" between these elements; for example, maybe your identity forms the centre shape and then surrounding "you" are arrows to and from the elements that influence your identity (language, geography, location, ancestors, family, traditions, community, and so on).

Acknowledgements (Opens in a new window)

What does it mean to be a critical thinker?

Part of how we form relationships with the world is also based on how we think about and question what happens in society. Our worldview informs what we believe, what we value, and how we act or behave. In this course, you will develop yourself as a critical thinker and an active citizen through the inquiry process.

What is the inquiry process?

To explore this course and First Nations, Métis, and Inuit perspectives, issues, and experiences, you’ll use the inquiry process. You’ll be using this process to investigate events, developments, and issues; find solutions to problems; reach supportable conclusions; and develop plans of action.

The inquiry process has five basic components. You usually begin the process by formulating questions. Although the following interactive diagram outlines the process step-by-step, you won’t always follow these steps in this order. For example, you can do the following:

  • start with a question, and then gather and analyze information and evidence to investigate it
  • start with evidence and analyze it to draw conclusions, and then ask questions to clarify your findings using the other steps
  • use the entire process

Access the following interactive entitled Inquiry Process to learn about it.

Press here for the accessible version of Inquiry Process. (Opens in a new window)

Press the Start button to access the following interactive. This interactive will open in a new window, press each coloured puzzle piece to learn more about each step.

screengrab of ILOStart (Opens in a new window)

When you do an inquiry using this process, you’ll find that it will not always result in one "right answer."

In order to evaluate your effectiveness as your inquiry proceeds, you’ll need to pause and reflect after each step, as you may need to adjust your process before continuing. For example:

  • When you formulate questions, check that they are relevant before moving on to the next step.
  • When you gather and organize information, check that your evidence is accurate.
  • When you interpret your evidence, verify the logic of your analysis.
  • When you begin to form conclusions, ensure that you can support them with strong evidence.
  • You will be communicating throughout the inquiry process, when formulating questions, organizing and analysing information, and critically evaluating your findings.

Political thinking concepts

In the previous learning activity, you were briefly introduced to political thinking concepts. As you use the inquiry process, you will also use four concepts of political thinking as guides, to help you focus on relevant questions. The four political thinking concepts are: political significance, objectives and results, stability and change, and political perspective.

Each concept gives you a different lens through which to perceive and filter your information, allowing you to understand issues and evidence in a number of different lights.

Explore the following interactive to learn more about Political Thinking Concepts.

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Press the Start button to access the following interactive. This interactive will open in a new window.

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Summary: political thinking concepts

Access the following Political Thinking Concepts (Opens in a new window) summary document to download and/or print as a reference.

Political significance Objectives and results

I can use the concept of POLITICAL SIGNIFICANCE, through the inquiry process, to:

  • explain how people, ideas, and events contribute to political change in society
  • analyse the degree to which political decisions represent turning points
  • assess the impact of a political decision or action made by a governing organization on a variety of stakeholders
  • evaluate how the importance of political actions/decisions may shift for various people and over time

I can use the concept of OBJECTIVES AND RESULTS, through the inquiry process, to:

  • identify the intended rationale(s) or motive(s) for political responses to issues
  • explain how political events or developments can be caused by multiple factors
  • assess the intended or unintended effect(s) or outcome(s) of a decision
  • evaluate the consequences of a political decision on various groups in society
Stability and change Political perspective

I can use the concept of STABILITY AND CHANGE, through the inquiry process, to:

  • explain links between past and current political policies, decisions, and responses
  • determine the degree to which government policies may create or prevent political change
  • analyse the reason(s) for political continuity and variation over time
  • assess alternative approaches to political institutions to resist or support change

I can use the concept of POLITICAL PERSPECTIVE, through the inquiry process, to:

  • identify the influence of beliefs/values on people’s political viewpoints and actions
  • analyse the factors that influence how and why people push for political change
  • compare and contrast how different groups respond to the same political issue
  • evaluate political courses of action from the viewpoint of key stakeholders

Source:

Learning Resources (Political Thinking Poster). (n.d.). Ontario History and Social Science Teachers’ Association – Association Des Enseigant.Es Des Sciences Humaines de l’Ontario. Retrieved October 7, 2021, from https://ohassta-aesho.education/learning-resources/

Take a break!

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Excellent work! You have just completed the section on political thinking concepts. Now is a great time to take a break before you move on to the next section on Examining the inquiry process.

Examining the inquiry process

The political inquiry process can help you explore a topic you are interested in, making it easier for you to have an impact when you become actively involved in an issue. To become better acquainted with the process, review the following steps in more detail. The initial step is formulating effective open-ended questions as shown in the following image.

Inquiry process overview: Formulate questions. Formulate questions related to the applicable overall expectation in order to identify the focus of their inquiry. Effective inquiry questions are open-ended: questions for which there is not just one right answer. Why should they be open-ended? What makes a good question? Jot down some ideas before you explore the following list. Record your ideas. List with ideas: • A good question is an invitation to think (not recall, or summarize). • A good question comes from genuine curiosity and confusion about the world. • A good question makes you think about something in a way you never considered before. • A good question invites both deep thinking and deep feelings. • A good question leads to more good questions. • A good question asks you to think critically, creatively, ethically, productively, and reflectively about essential ideas in a discipline. Source: blogs.ubc.ca/stevemcg/files/2014/09/inquiry-questions.pdf, IQ: A Practical Guide to Inquiry-Based Learning. Oxford University Press. Watt, Jennifer & Coyler, Jill.

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Examples of inquiry questions

The following are some examples of good inquiry questions:

  • Why is it important to learn about First Nations, Métis, and Inuit perspectives?
  • What does it mean to be an active citizen?
  • How should the government work?
  • How should one balance individual rights and the common good?
  • How should human rights be protected and ensured for all?

With questions like these, there isn’t just one answer. You have to work to find your own. That process builds skills and abilities.

Choosing and creating an inquiry question

To get some practice in choosing and creating effective questions for inquiry, attempt the following notebook activity.

Notebook

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Answer the following questions in your notebook, and comment on the effectiveness of each one as an inquiry question in your responses. Rewrite any questions that you think need improvement and turn them into effective inquiry questions. You may compare your answers to the student examples to check your understanding.

  1. Who was the first Prime Minister of Canada?
  2. Who do you think was the best (or worst) Prime Minister of Canada? Support your opinion with evidence.
  3. How should Canada address its historical injustices towards Indigenous peoples?
  4. What government decisions have affected First Nations, Métis, and Inuit peoples and their identities?

An inquiry process is used in most subject areas. Following the process helps ensure that you’re asking meaningful questions and using appropriate sources to find the evidence and answers you need.

After you have formulated a good question, the next logical step in an inquiry is to gather and organize information in order to find evidence to answer your question.

Inquiry process overview: Gather and organize. Collect and organize relevant data, evidence, and/or information from primary and secondary sources and/or field studies. Different types of sources can be used to obtain information: Primary sources provide contemporary accounts of an event, written by someone who experienced or witnessed the event first-hand. Some of these original documents include: diaries, letters, journals, handwritten manuscripts, autobiographies, photographs, film footage, interviews, and so on. Secondary sources are sources that describe, summarize, analyze, evaluate, are derived from, or are based on primary-source materials. They may provide criticism or interpretation of the primary source. Some examples include books, journal articles, biographies, radio or television documentaries, pictures, quotes, and so on. Secondary sources can be very helpful in supporting your own thoughts or opinions on a topic. For example, if you collect data about voting patterns and make a claim about your findings, you can strengthen your argument by supporting it with an opinion from a secondary source.

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Take a break!

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Excellent work! You have just completed the section on choosing and creating an inquiry question. Now is a great time to take a break before you move on to the next section on research using primary sources.

Research using primary sources

Primary source research can involve collecting raw data on a specific topic directly from the source. In other words, the researcher obtains the original data from the source first-hand. Tools used to collect data from primary sources include surveys, interviews, and participant observations.

Press the following tabs to know more.

Surveys are a popular and familiar research method. A survey poses a series of questions about a topic of interest. It can be done in person, over the phone, or online. Surveys enable a researcher to get the same type of information from a large group or sample of people. For example, a researcher interested in identifying important civic issues in your community could create a survey that asks participants to rank the issues on a list from least to most important.

Interviews may be conducted in person, over the phone, or online. Like a survey, an interview consists of a series of questions about a common topic. Unlike a survey, an interview is usually conducted with one person or a small group of people and the questions asked are more open-ended. For example, using the example of important civic issues in your community, a one-on-one or small group interview could be used to explore more open-ended questions in greater depth.

Participant observation is an interactive research method that allows a researcher to observe participants as they go about their lives. Participants may or may not know that they are being observed (provided this research does not harm them or compromise their privacy). For example, in the case of civic issues, the researcher could attend a local community meeting to observe and record the issues that participants discuss and are most interested in.

Research using secondary sources

When the information you’re working with is not first-hand information, it is called secondary research. It was collected and reported by another researcher and comes to you second-hand. You do secondary research by consulting resources such as books, journals, articles, or videos that have been developed by others. Based on what you find out, you can draw conclusions or develop plans for further research.

For example, if you’re interested in determining how a specific age group affects community participation, you could search for relevant information in articles found at libraries or online. By consulting secondary sources, you’re studying what others have done and learned, before setting out to collect your own data.

Try it!

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Using what you’ve just learned, access the following interactive entitled Primary and Secondary Sources to determine whether each of the following items would be considered a primary or a secondary source.

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Press the Start button to access the following interactive. This interactive will open in a new window.

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Searching for primary sources

Some primary source information, such as that found in original letters, diaries, or photos, is available in reference libraries or archives.

Searching for secondary sources

You’ll find plenty of secondary sources in databases, in online articles, and in libraries.

Press the following tabs to learn more about common places to search for secondary sources.

Searching a database of scholarly articles will provide you with material that is more reputable and well written than doing a basic search on the Internet.

When you find an article online that deals with your topic, search for background biographical information about the author. You can find this either at the top or the bottom of the article. Reading an author’s biographical information is a good way to tell whether they are a reliable, trustworthy source.

Wikipedia is a free online encyclopedia that is constantly updated and improved by users. Many people start their online research with Wikipedia when they want to quickly familiarize themselves with a topic. Currently, Wikipedia is acceptable as a starting point for research. You can use it to check facts or to find "leads." It can be a springboard to more in-depth research, because articles are usually supported with references or links to the sources.

However, Wikipedia is not acceptable as the main source for an academic research paper. This is because anyone can edit or add to the site, so the information found there could be inaccurate. If you start your research there, be sure to track down other credible primary and secondary sources if you plan to use the information in your own work. On the other hand, images from Wikipedia and Wikimedia are often acceptable sources in academic work as they are typically well documented, shareable, and sometimes copyright-free. Just use good judgement when using sources from any wiki site.

Checking sources

When you select secondary sources, you need to check that the information in them is valid and accurate.

Press the following tabs to learn more about the components of a source you need to assess.

Accuracy means making sure that something is true, correct, and valid. If you refer to any false information, your interpretation of the information may also be questionable. Ask questions like the following when trying to determine whether information is accurate:

  • Who produced the document? Do the authors have credibility or authority?
  • Where did the information come from? Was it from a reputable source?
  • Is the information first-hand knowledge from a primary source, or is it a summary created after the fact?
  • Does the information match or contradict information that you already have on the topic? If there are contradictions, are there logical reasons for this?

Facts are unbiased pieces of information about reality. Facts are objective; they have been proven and are not arguable. For example, it’s a fact that Indigenous Peoples in early Canada governed themselves before Europeans arrived. That’s accepted as a fact because there is physical evidence to back it up.

Opinions are judgements, not facts. They are views or interpretations of events based on evidence, but they have not been proven beyond a doubt. Opinions are subjective and arguable. For example, "Indigenous Peoples in early Canada welcomed Europeans" is an opinion, because arguments could be made to support or counter this statement.

Bias is the presentation of an issue from a single, subjective perspective. Biased statements can persuade uninformed people to adopt opinions they may not otherwise hold. Ask yourself the following questions to determine whether a source is biased:

  • Who wrote the document, and why? You’re searching for a credible author with no hidden agenda.
  • Where did the information come from? Was it from a reputable source?
  • Was the author or organization closely involved in the event being described? Could that have affected what was written?

Did you notice that some of the questions about bias are similar to those related to checking for accuracy? Misrepresentation caused by bias can easily result in an inaccurate or distorted understanding of a subject.

Identifying the author’s purpose is important, when judging sources. Ask some of the following questions to clarify the author’s purpose:

  • Who are the authors?
  • Are they educated in the subject matter?
  • Are they qualified to write about their subject material because they attended the event, or because they got involved in the issue as a witness, participant, survivor, or beneficiary?
  • Are they employed by an objective institution, such as a university or research centre?

Citing sources

For this course, whenever you formally cite (acknowledge) sources that are not your own, you need to cite them properly. There are three main styles including APA, MLA, or Chicago style. For this course, you will be following the Chicago style of citation.

Now that you have some background in how to gather information as part of your inquiry, now is your chance to give it a try.

Doing research using primary sources

A person looking at their phone with books around them

Find three people in your community who are willing to participate in your research – in person, on the phone, or online.

Conduct a short interview with each of them by asking the question, "What do you think are the five most critical issues affecting the First Nations, Inuit, and Métis peoples today?"

Use a data collection sheet to record their responses. For example, you can access the graphic organizer entitled "Data collection sheet: First Nations, Métis, and Inuit studies inquiry (Opens in a new window)" to complete the activity.

Note that, because this information is being gathered first-hand from participants in the inquiry, it is considered primary source data. You’ll work with primary source data you collect, as you navigate the remaining steps in this inquiry.

  • How does recording the information in a chart help you to understand it?
  • Next time, how will you change your chart so that it is easier for you to work with?

The next step in the process is to interpret and analyze the findings.

Inquiry process overview: Interpret and analyze. Analyze the data, evidence, and information, using different types of graphic organizers as appropriate. When you’ve completed your interviews and organized the data, you’ll want to analyze your data to find differences, similarities, and possible trends. One way to compare data from different sources is to use a Venn diagram.

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Portfolio

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Using a Venn diagram to compare information

Once you’ve gathered your information, you’ll organize it by completing a Venn diagram. Each circle will contain the interview responses from one of your subjects and afterwards, add your work to the print or digital folder that you are using for portfolio entries.

Access the following fillable and printable document Venn Diagram: First Nations, Métis, and Inuit Studies Inquiry (Opens in a new window) to complete the activity.

Venn Diagram to compare & contrast 2 interviews for First Nations, Mètis, and Inuit studies inquiry

Record the similarities in the overlapping areas, and the differences in the non-overlapping areas. Once you have finished, answer the following questions underneath your diagram.

  1. When you’ve filled in your Venn diagram, examine the results.
  2. Which issues did your subjects identify as being the most critical?
  3. Did any of your subjects identify the same issues as being the most critical? If so, what do you think that indicates? If not, what do you think that indicates?
  4. How could you revise or rerun your inquiry to check your results?
  5. Did you get any insights into your subjects or the issues raised by conducting this basic research activity? What were they?

Now that you have a preliminary list of issues that are considered significant, you’ll come back to it from time to time as you work through the course. After analyzing your information, the next step is to evaluate what you’ve found and draw conclusions, based on sound judgement of the evidence. Examine the following image to learn more about it.

Inquiry process overview: Evaluate and draw conclusions. Synthesize data, evidence, and/or information, and make informed, critical judgements based on that data, evidence, and/or information. To synthesize all of the information you’ve collected, you can combine and arrange data, eliminate information that isn’t important, and highlight new understandings. Analyze what the evidence tells you, considering all sides of the issue. Determine the implications of the information; in other words, what impact the information has on you and others. Finally, write a balanced, logical, well-supported conclusion.

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Moving from critical thinking to social action

What did the evidence tell you about the question being investigated, and which ideas have become clearer after your inquiry?

Think

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Think about the following questions:

  • Does the evidence support what you originally thought, or not?
  • What conclusions can be drawn?
  • How are your ideas about the issue changing?
  • Is there anything new you’ve learned that you would change or add to your position?

Communicate

Once you have finalized your key findings, you need to think about what points to communicate.

Review the following image on information about how to communicate findings and create a plan of action.

Inquiry process: Communicate. Communicate judgements, decisions, conclusions, predictions, and/or plans of action clearly and logically. The tool(s) you use to communicate will depend on your audience and purpose, and the level of interactivity you want. Some methods of communication are: • Summary sheets, research briefs, and policy briefs: Keep in mind that a shorter document is more accessible to audiences than a complete report. • Tables of findings: Presenting the raw findings in this way can communicate your message very strongly. • Scorecards or dashboards, which are often used for real-time monitoring • Interactive web pages or web apps • Photo stories, posters, or comic strips • Blogs, which can often be used to evaluate and discuss findings • Multimedia video reports • Action plans

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The inquiry process has five basic components and these steps are interrelated. Using the process in this learning activity, you’ve documented the issues that are important in your community and/or globally.

Think

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Think about the following questions:

  • Do you feel strongly about any of these issues?
  • Are you motivated to investigate them further, or become involved in creating solutions to them?

Portfolio

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In a document of your choice, explore three challenges or issues First Nations, Métis, and Inuit communities are facing that you know about and would like to learn more about, and potentially find ways to support. These might be ideas you’ll use in your culminating assignment.

Notebook

Notebook icon

Take some time to consider the following questions and set your goals for the course in your notebook.

  1. What goals do you have for yourself in the course? Create at least three goals that you think can be completed by the end of the course.
  2. What skills are you hoping to develop or learn in the course (e.g. problem-solving, inquiry, etc.)? What skills are you confident in and which do you think you need to practice more often?
  3. How confident are you in your understandings of contemporary First Nations, Métis, and Inuit histories, perspectives, and issues? What are you hoping to learn more about?
  4. Do you feel confident in communicating your ideas? What are your strengths? What are your weaknesses when it comes to communicating your research, reflections, and ideas? How are you hoping to improve on these skills?

Moving into action

Group of individuals making protest banners

Action-based responses are a key focus in this course. The goal of the course is for you to not just learn about an issue or challenge in the world, but rather to also be a part of the solutions to these issues. Part of being an active citizen is that you search for ways to make the world better for current, as well as the future generations.

But before you make plans and commit to action, you must first have an understanding of the issue and know how you might best help the community you seek to assist. This comes from listening to members of the Indigenous community and their needs and act in a way that can assist them respectfully and reciprocally.

Notebook

Notebook icon

Brainstorm some of the ways that you can start to approach social action and change, so that your actions are reciprocal and respectful to Indigenous communities.

As this course progresses, you’ll choose specific issues and then use your inquiry tools, knowledge, and skills to investigate them.

By the end of the course, you will have done the following:

  • selected one issue that you believe to be significant and interesting
  • researched the issue
  • found out how you can support an Indigenous-led movement or initiative that aims to solve the issue
  • created a proposal to support this movement or initiative in your school and/or community

As you progress, keep the culminating activity in mind. Think about how you can use the processes, skills, knowledge, and tools that you acquire during the learning activities to help you complete your final project.

Conclusion

In this learning activity, you have started your exploration of how you make relationships with the world around you and how your role as a critical thinker and a problem-solver can lead to positive changes in First Nations, Métis, and Inuit lives and communities. In the next learning activity, you will deepen your understandings of Indigenous relationships by learning more about respect, reciprocity and the connection to, and the significance of land and the natural world.

Journal

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This is an opportunity for you to consider your progress. Think about the following questions, compose possible answers, and add them to the paper/digital file or folder that you created for all of your journal answers.

  1. What have you clearly understood in this learning activity? Please explain how you know or what you mean.
  2. What have you struggled with in this learning activity? Please explain how you know or what you mean.
  3. What remains unclear for you in this learning activity? Please explain how you know or what you mean.
  4. What will you do next to improve upon your understanding of this learning activity?

Self-check quiz

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Check your understanding!

Complete the following self-check quiz to determine where you are in your learning and what areas you need to focus on.

This quiz is for feedback only, not part of your grade. You have unlimited attempts on this quiz. Take your time, do your best work, and reflect on any feedback provided.

Connecting to transferable skills

Transferable skills icon

Ontario worked with other provinces in Canada to outline a set of competencies that are requirements to thrive. Ontario then developed its transferable skills framework as a set of skills for students to develop over time. These competencies are ones that are important to have in order to be successful in today’s world.

Read the following document entitled Transferable Skills Outline (Opens in a new window) to explore the framework and the descriptors for each skill. Download, print, or copy the information in the document into your notes - you'll refer to it in each unit.

Explore this!

Explore the following video to learn more about critical thinking and problem solving.


Definition

Critical thinking and problem solving involve examining complex issues and problems from a variety of different points of view in order to make informed judgments and decisions. Learning is deeper when the experiences are meaningful, real world, and authentic.

Students consistently:

  • solve meaningful, real-life problems
  • take steps to organize, design, and manage projects using inquiry processes
  • analyze information to make informed decisions
  • see patterns, make connections, and transfer learning from one situation to another
  • see the connections between social, economic, and ecological systems

Explore this!

Check out the following video to learn more about innovation, creativity, and entrepreneurship.


Definition

Innovation, creativity, and entrepreneurship involve the ability to turn ideas into action to meet the needs of a community. The ability to contribute new-to-the-world thinking and solutions to solve complex problems involves leadership, risk taking, and independent/unconventional thinking. Experimenting with new strategies, techniques, and perspectives through research is part of this skill set.

Students consistently:

  • formulate insightful questions to generate opinions
  • take risks in thinking; experiment to find new ways of doing things
  • demonstrate leadership in a range of creative projects
  • motivate others in an ethical and entrepreneurial spirit

Explore this!

Access the following video to learn more about self-directed learning.


Definition

Self-directed learning means: becoming aware and demonstrating ownership in your learning. Belief in your ability to learn (growth mindset), combined with strategies for planning, monitoring, and reflecting on your past, present, and future goals promote lifelong learning, well-being, and adaptability in an ever-changing world.

Students consistently:

  • are aware of how they learn best
  • ask for support when needed
  • set goals and make a plan to achieve their goals
  • practice new skills they want to improve
  • reflect on their own learning to determine strengths
  • learn to adapt to change and become resilient in the face of adversity
  • become managers of different aspects of their lives to enhance their health and overall well being

Explore this!

Explore the following video to learn more about collaboration.


Definition

Collaboration involves participating ethically and effectively in teams. Being versatile across different situations, roles, groups, and perspectives allows you to co-construct knowledge, meaning, content, and learn from, and with others in physical and online spaces.

Students consistently:

  • participate in teams in respectful and positive ways
  • learn from others; contribute to the learning of others
  • assume various roles on a team as needed being respectful of a diversity of perspectives including Indigenous ways of knowing
  • address disagreements and manage conflict in sensitive and constructive ways
  • network with a variety of people and groups on an ongoing basis

Explore this!

Check out the following video to learn more about communication.


Definition

Communication involves receiving and expressing meaning (e.g., reading and writing, viewing and creating, listening and speaking) in different contexts and with different audiences and purposes. Effective communication increasingly involves understanding both local and global perspectives, including using a variety of media appropriately, responsibly, and safely with regard to your digital footprint.

Students consistently:

  • communicate effectively in a variety of media
  • use digital tools appropriately to create a positive digital footprint
  • listen to understand
  • ask effective questions
  • understand the cultural importance of language

Explore this!

Access the following video to learn more about global citizenship and sustainability.


Definition

Global citizenship and sustainability involve understanding diverse worldviews and perspectives in order to address political, ecological, social, and economic issues that are crucial to living in a in a sustainable world. Being aware of what it means to be an engaged citizen and how the appreciation for the diversity of people and perspectives contributes to a sustainable world are part of this skill set.

Students consistently:

  • take actions and make responsible decisions to support the quality of life for all
  • understand the histories, knowledge, contributions, and inherent rights of Indigenous people
  • recognize discrimination and work to promote the principles of equity
  • contribute to their local and global community
  • participate in an inclusive, accountable, sustainable, and ethical manner, both in groups and in online networks

Explore this!

Explore the following video to learn more about digital literacy.


Definition

Digital literacy involves the ability to solve problems using technology in a safe, legal, and ethically responsible manner. Digitally literate students recognize the rights and responsibilities, as well as the opportunities, that come with living, learning, and working in an interconnected digital world.

Students consistently:

  • select and use appropriate digital tools to collaborate, communicate, create, innovate, and solve problems
  • use technology in a way that is consistent with supporting their mental health and well-being
  • use digital tools effectively to solve problems and inform decisions
  • demonstrate a willingness and confidence to explore new or unfamiliar digital tools and emerging technologies
  • manage their digital footprint by engaging in social media and online communities respectfully, inclusively, safely, legally, and ethically

The transferable skills described in these videos have been adapted from the Ministry‘s definitions and descriptions that are available for viewing on the Ministry of Education‘s Curriculum and Resources site: Transferable Skills (Opens in a new window)

Note the indicators that you think you will develop in this course. Throughout this course, you should revisit these skills to reflect on which ones you develop and if your original predictions were correct.

As you continue through this unit and the rest of the course, keep your notebook updated and be mindful of opportunities to apply and develop transferable skills.