FNIM Content and Perspectives in Renewed Curricula
Arts Ed 9
Outcome CH9.2 Use the arts to raise awareness on topics of concern to Indigenous artists in dance,
drama, music, and visual arts.
Indicators:
a. Use inquiry to investigate topics of concern to Indigenous peoples:
o Generate key questions to guide inquiry (e.g. What are topics of concern to
Indigenous artists?).
o Create a plan to document the inquiry process.
o Research topics addressed by artists (e.g., examine messages and lyrics of a variety
of artists such as Buffy Ste. Marie, Floyd Crow Westerman, Eekwol, Reddnation, and
Rezofficial).
o Analyze topics presented by artists in relation to own understanding, value, and
experiences.
o Summarize research findings to identify central themes (e.g., colonization) and
topics (e.g., residential schools).
o Identify gaps in knowledge that may limit understanding.
o Use the Internet and other sources (e.g., print, digital, community) to gather
additional information.
o Determine central focus and questions to explore independently and collaboratively
(e.g., How could we use the arts to help people understand that we are all Treaty
people?).
o Reflect, analyze, and make connections between the original topic or inquiry
question and subsequent arts expressions.
ELA 9A
Comprehend and Respond (CR) overall goal: Students will extend their abilities to view, listen to, read,
comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in
a variety of forms (oral, print, and other texts) from First Nations, Métis, and other cultures for a variety
of purposes including for learning, interest, and enjoyment.
Outcome CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address
identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g.,
Doing the Right Thing).
Indicators:
a. View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including
digital) texts that address the grade-level themes and issues related to identity, social
responsibility, and efficacy including those that reflect diverse personal identities, worldviews,
and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual
orientation, language, career pathway).
h. Identify and investigate how different cultures and socio-economic groups are portrayed in
oral, print, visual, and multimedia texts.
i. Show understanding that the creator’s, presenter’s, author’s experience, background, and
culture influence the treatment of theme.
j. Analyze a text, showing how it reflects the heritage, traditions, attitudes, privileges, and
beliefs of the presenter/author.
Outcome CR9.6a Read and demonstrate comprehension and interpretation of grade-level appropriate
texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis,
and other cultures to develop an insightful interpretation and response.
Indicators:
f. Compare values expressed in texts through author and through characters to own values.
g. Draw and support conclusions and opinions about author’s message, values, point of view,
and craft.
h. Recognize how text contributed to own understanding of self, roles in society, and
relationships with others.
ELA 9B
Comprehend and Respond (CR) overall goal: Students will extend their abilities to view, listen to, read,
comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in
a variety of forms (oral, print, and other texts) from First Nations, Métis, and other cultures for a variety
of purposes including for learning, interest, and enjoyment.
Outcome CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address
identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity),
and efficacy (e.g., Surviving and Conquering).
Indicators:
a. View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including
digital) texts that address the grade-level themes and issues related to identity, social
responsibility, and efficacy including those that reflect diverse personal identities, worldviews,
and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual
orientation, language, career pathway).
h. Identify and investigate how different cultures and socio-economic groups are portrayed in
oral, print, visual, and multimedia texts.
i. Show understanding that the creator’s, presenter’s, author’s experience, background, and
culture influence the treatment of theme.
j. Analyze a text, showing how it reflects the heritage, traditions, attitudes, privileges, and
beliefs of the presenter/author.
Outcome CR9.6b Read and demonstrate comprehension and interpretation of grade-level appropriate
texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis,
and other cultures to develop an insightful interpretation and response.
Indicators:
f. Compare values expressed in texts through author and through characters to own values.
g. Draw and support conclusions and opinions about author’s message, values, point of view,
and craft.
h. Recognize how text contributed to own understanding of self, roles in society, and
relationships with others.
Math 9
Outcome P9.3 Demonstrate understanding of single variable linear inequalities with rational coefficients
including: solving inequalities, verifying, comparing and graphing.
Indicator:
a. Observe and describe situations relevant to self, family, or community, including First Nations
and Métis communities, that involve inequalities and classify the inequality as being less than,
greater than, less than or equal to, or greater than or equal to (see pages 17-19 of the Math 9
Curricula for more information about FNIM and Mathematics).
Outcomes SS9.1 Demonstrate understanding of circle properties including:
• perpendicular line segments from the centre of a circle to a chord bisect the chord
• inscribed angles subtended by the same arc have the same measure
• the measure of a central angle is twice the measure of an inscribed angle subtending the same arc
• tangents to a circle are perpendicular to the radius ending at the point of tangency.
Indicator:
g. Describe examples of where First Nations and Métis, past and present, lifestyles and
worldviews demonstrate one or more of the circle properties (e.g., tipi and medicine wheel).
Outcome SS9.2 Extend understanding of area to surface area of right rectangular prisms, right cylinders,
right triangular prisms, to composite 3-D objects.
Indicator:
a. Describe 3-D composite objects from the natural and constructed world, including objects
relevant to First Nations and Métis people (e.g., Mesoamerican pyramids).
Outcome SS9.4 Demonstrate understanding of line and rotation symmetry.
Indicator:
f. Describe examples of the use and significance of line and rotation symmetry in First Nations
and Métis art.
Outcome SP9.1 Demonstrate understanding of the effect of bias, use of language, ethics, cost, time and
timing, privacy, cultural sensitivity and population or sample on data collection.
Indicators:
a. Analyze given case studies of data collection, including data pertaining to First Nations and
Métis peoples, and identify potential problems related to bias, use of language, ethics, cost,
time and timing, privacy, or cultural sensitivity.
f. Identify and critique given examples in which a generalization from a sample of a population,
including from First Nations and Métis data, may or may not be valid for the population.
Outcome SP9.4 Research and present how First Nations and Métis peoples, past and present, envision,
represent, and make use of probability and statistics.
Indicators:
a. Gather and document information regarding the significance and use of probability and
statistics for at least one First Nation or Métis peoples from a variety of sources such as
Elders and traditional knowledge keepers.
b. Compare the significance, representation, and use of probability and statistics for different
First Nations and Métis peoples, and other cultures.
c. Communicate concretely, pictorially, orally, visually, physically, and/or in writing, what has
been learned about the envisioning, representing, and use of probability and statistics by
First Nations and Métis peoples and how these understandings parallel, differ from, and
enhance one’s own mathematical understandings about probability and statistics.
Science 9
Outcome RE9.4 Analyze the process of human reproduction, including the influence of reproductive and
contraceptive technologies.
Indicator:
d. Acknowledge differing cultural perspectives, including First Nations and Métis perspectives,
regarding the sacredness, interconnectedness, and beginning of human life.
Outcome AE9.2 Analyze historical explanations of the structure of matter up to and including: the
Dalton model, the Thomson model, the Rutherford model, and the Bohr model of the atom.
Indicator:
c. Describe First Nations and Métis views on the nature and structure of matter.
Outcome CE9.1 Demonstrate and analyze characteristics of static electric charge and current electricity,
including historical and cultural understanding.
Indicator:
d. Examine how the importance of lightning in First Nations and Métis culture is conveyed
through stories and legends.
Outcome EU9.3 Examine how various cultures, past and present, including First Nations and Métis,
understand and represent astronomical phenomenon.
Indicators:
a. Describe First Nations and Métis perspectives on the origin of the solar system and the
universe.
b. Identify how worldviews related to astronomical phenomenon are expressed through First
Nations and Métis stories and oral traditions.
c. Explain the importance many individuals and cultures place or have placed on the summer and
winter solstices and vernal and autumnal equinoxes.
d. Identify common characteristics of stories, past and present, describing the origin of the world
from various cultures and those in fantasy literature.
Social Studies 9
Overall goal (1 of 4) - Examine the local, indigenous, and global interactions and interdependence of
individuals, societies, cultures, and nations.
Required societies - Students will explore at least one historical indigenous society of North America, as
well as Mesopotamia or Ancient Egypt; Ancient Greece or Rome; Aztec, Incan, or Mayan civilizations;
Medieval Europe or Renaissance Europe; Ancient China or Japan.
Outcome IN9.1 Explain what constitutes a society.
Indicators:
d. Compare two different societies studied including the attributes of leaders, the roles of
various individuals, cultural traditions and ceremonies, and means of sustenance.
e. Apply the definition of society to one of the civilizations studied, and detail ways in which the
civilization meets the criteria to be considered a society (e.g., How can Mesopotamia be called a
society according to the formulated definition? Would Aboriginal groupings of the plains and
woodlands in North America meet the criteria?).
f. Investigate diverse historical views regarding the terms ‘primitive’ and ‘civilized’, and analyze
the effect of the perceptions of the concepts on ethnocentrism in colonizers.
g. Analyse the effects of ethnocentrism on indigenous peoples.
Outcome IN9.3 Analyze the ways a worldview is expressed in the daily life of a society.
Indicators:
a.
b.
c.
d.
e.
Distinguish the worldviews represented in the literature of a society studied.
Identify the architectural features which communicate the worldview of a society studied.
Analyze how works of art of a society studied reveal elements of that society’s worldview.
Examine the role of education in perpetuating the worldview of a society studied.
Investigate the worldview of the local community as represented through features including
literature, the arts, cultural celebrations and traditions, education (including Elders’ teachings
of indigenous peoples), sports and recreation, and architecture.
Outcome IN9.4 Determine the influence of worldview on the choices, decisions, and interactions in a
society.
Indicators:
a. Explain the influence of worldview on personal choices, decisions, and interactions (e.g., choice
of friends, choice of fashion, the significance of education, participation or non-participation in
events, choice of pastimes and recreational activities, approaches to nature and ecology,
approaches to consumerism).
b. Analyse the influence of worldviews upon attitudes toward territorial expansion, colonization,
or empire-building in the societies studied, and assess the impact of such activities on the
indigenous cultures and peoples.
c. Explain how the worldview of Canadian First Nations, including the value placed on harmony
and trust, led to the signing of Treaties.
Outcome DR9.4 Determine the influence of societies of the past on contemporary life in Canada.
Indicators:
a. Identify ideas, images, and symbols in contemporary life that have their roots in societies of the
past (e.g., political, artistic, recreational, technological, mathematical, and scientific).
b. Analyze the impact of knowledge acquired from historical events on the future of contemporary
societies (e.g., the decline of the Roman Empire; the attempted annihilation of indigenous
cultures and languages, the power of the church; ethnocentrism; the concentration of power in
the organization of large corporations; the contribution of indigenous peoples to the survival of
newcomers at the time of contact, and the willingness to share the bounty and abundance of
the land, sometimes through sophisticated arrangements known as Treaties).
c. Construct an inventory of references to traditional oral narratives found in current popular
media, and determine the relevance of traditional narratives to contemporary society.
Outcome PA9.2 Analyze the impact of empire-building and territorial expansion on indigenous
populations and other groups in the societies studied.
Indicator:
b. Assess the treatment of indigenous populations by the imperialists in the societies studied.
Grade 10
ELA 10A
Comprehend and Respond (CR) overall goal: Students will extend their abilities to view, listen to, read,
comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in
a variety of forms (oral, print, and other texts) from First Nations, Métis, and other cultures for a variety
of purposes including for learning, interest, and enjoyment.
Outcome CR A10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that
address: identity (e.g., Foundational Stories); social responsibility (e.g., Destiny and Challenges of Life);
and social action (agency) (e.g., Human Existence).
Indicators
a. View, listen to, read, and respond to First Nations and Métis resources and other texts that
reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture,
socio-economic status, ability, age, gender, language, social structures, and decision
making).
b. Identify connections between self, texts, and culture.
h. Respond personally and critically to individuals, events, and ideas presented in a variety of
First Nations, Métis, and other Canadian and international texts.
Outcome CR A10.2 View, interpret, summarize, and draw conclusions about the ideas and information
presented in a variety of illustrations, charts, graphs, and television, film, and video presentations
including a documentary or current affairs program.
Indicators
a. View, interpret, and summarize grade-appropriate literary and informational texts created
by First Nations, Métis, Saskatchewan, Canadian, and international authors from various
cultural communities.
Outcome CR A10.3 Listen to, interpret, summarize, and draw conclusions about the ideas and
information presented in a variety of literary and informational texts including group discussions, oral
readings, interviews, and prepared talks about a topic being studied.
Indicators
a. Listen to and interpret grade-appropriate literary and informational texts created by First
Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural
communities.
Outcomes CR A10.4 Read, interpret, and draw conclusions about the ideas, information, concepts, and
themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and
informational (including magazines, newspapers, and on-line information) texts.
Indicators:
a. Read, comprehend, and explain the human experiences and values reflected in various
literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian,
and international authors from various cultural communities.
ELA 10B
Overall goal for Comprehend and Respond (CR). Students will extend their abilities to view, listen to,
read, comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate
texts in a variety of forms (oral, print, and other texts) from First Nations, Métis, and other cultures for a
variety of purposes including for learning, interest, and enjoyment.
Outcome CR B10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that
address: identity (e.g., Diversity of Being); social responsibility (e.g., Degrees of Responsibility); and
social action (agency) (e.g., Justice and Fairness).
Indicators
a. View, listen to, read, comprehend, and respond to a variety of contemporary and traditional
texts including First Nations and Métis resources that present different viewpoints and
perspectives on issues and reflect diverse personal identities, worldviews, and backgrounds
(e.g., appearance, culture, socio-economic status, ability, age, gender, language).
c. Respond personally and critically to individuals, events, and ideas presented in a variety of
First Nations, Métis, Canadian, and international texts.
g. View, listen to, read, and respond to historically or culturally significant works (texts) that
reflect and enhance studies in history and social science.
Outcome CR B10.2 View, interpret, and report on ideas and information from more than one source to
develop and support positions on various topics related to the course including identity, social
responsibility, and personal agency.
a. View, comprehend, interpret, and summarize grade-appropriate visual and multimedia texts
created by First Nations, Métis Saskatchewan, Canadian, and international developers and
artists from various cultural communities that address identity, social responsibility, and
personal agency.
Outcome CR B10.3 Listen to, comprehend, interpret, and summarize information and ideas presented in
a variety of literary and informational texts including group discussion, oral readings, interviews,
prepared talks, and a talk-back show about a topic or issue being studied.
a. Listen to, interpret, and summarize grade-appropriate literary and informational texts
created by First Nations, Métis, Saskatchewan, Canadian, and international authors from
various cultural communities that address identity, social responsibility, and personal
agency.
Outcome CR B10.4 Read, interpret, and summarize a wide variety of classical and contemporary literary
(including drama, biography, autobiography, poetry, short stories, novels) and informational (including
letters, diaries, memoranda, electronic communications) texts.
a. Read, interpret, and summarize grade-appropriate literary and informational texts created
by First Nations, Métis, Saskatchewan, Canadian, and international authors from various
cultural communities that address identity, social responsibility, and personal agency.
Math 10 (either pathway)
Focus on reading pages 10 and 11 of the Foundations and Pre-calculus and Workplace and
Apprenticeship curricula to understand how to infuse FNIM perspectives in the teaching of
Mathematics.
Frequently Asked Questions
1. If FNIM content and perspectives isn’t in the Outcomes and Indicators, does that mean it isn’t in
the curriculum for the class I teach?
No. The focus on cultural responsiveness and treaty learning can be found in many places in a
document, including the introductory framework (example: Health 9), the goals and critical
elements (ELA 9, Math 9), the glossary (example Arts Ed 9). FNIM content and perspectives can
be found in many places.