Page 100 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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“What evidence is there that First Nations communities were often displaced from their traditional territories?” “What was the signifi- cance of new settlements related to the fur trade during this period for First Nations, Métis, and Europeans?”
C2.4 describe some major instances of conflict among First Nations and between Europeans and Indigenous peoples during this period, and analyse their impact (e.g., with reference to conflict between the Mi’kmaq and the British;
the Beaver Wars; hostility of some First Nations towards Jesuit missionaries; conflict between the Haudenosaunee and the Algonquin and Wendat over control of English and Dutch trade routes; conflict between European explorers and Inuit; hostility and suspicion in the wake of epidemics; conflicts arising from French exploration and British and French settlement)
Sample questions: “How did conflicts between imperial powers in North America contribute to conflicts among First Nations?” “How were battles between colonial armies fought during this period? In this type of warfare, what advantages did First Nations warriors have over their opponents? What disadvantages
did First Nations warriors have facing European armies?” “What impact did armed conflicts have on people in First Nations and settler communities, including people who engaged in these conflicts and those who remained at home in the community?” “What issues led to the battle at Bloody Point in 1577? What role did the kidnapping of Inuit individuals by Martin Frobisher play in the ensuing conflicts between settlers and Inuit communities?”
C3. Identities, Cultures, and Self-Determination
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
C3.1 compare beliefs and values of some Indigenous and European peoples about
the relationship between people, the land, the spiritual world, and the environment during this period, and analyse the impact of the differences (e.g., lack of respect among Europeans for Indigenous spiritual practices, resulting in attempts at conversion; conflicting ideas with respect to land ownership and stewardship; differences in the relationship between the environment and the spiritual world in Indigenous and Christian traditions)
Sample questions: “What impact did European colonialist/imperialist values with respect to land use have on Indigenous peoples during this period? In what ways did practices associ- ated with these values change the relationship that Indigenous peoples had with the land and environment?” “How successful were colonial governments in changing the beliefs of various First Nations about land ownership?”
C3.2 analyse various factors that helped shape beliefs in Europe about Indigenous peoples
in Canada during this period (e.g., fascination with the“New World”in the wake of voyages of exploration; visits by First Nations individuals, including some who had been kidnapped, to Europe; accounts about Indigenous societies/ cultures in logs and other records of explorers, missionaries, and settlers; the popularization of products from the colonies; ideas about the“noble savage”in some cultural/philosophical works in Europe versus the idea of the obligation to“civilize” Indigenous peoples; the impact of several exped- itions to travel the Northwest Passage)
Sample questions: “Why did some explorers kidnap Indigenous individuals and take them back to Europe? What impact did the presence of these individuals have on European percep- tions of Indigenous cultures?” “What impact did Jesuit records have on European interest in First Nations peoples? What patterns can you find in Jesuit descriptions of First Nations? How might Jesuit records have influenced the development of iconic images and portrayals of First Nations individuals?” “How does the claim that European explorers ‘discovered’ the Northwest Passage affect people’s understand- ing that the passage was known to the Paleo- Inuit 5000 years ago? What effect might a shared understanding of this fact have with respect to European–Inuit power relations?”
C3.3 explain the causes of the rise of the Métis Nation during this period, and analyse the development of the social, cultural, economic, and political lives of the Métis (e.g., with reference to marriage practices, including colonial opposition to“mixed”marriages and resulting changes to inheritance laws; gender constructs and roles; social order; economic life; language and cultural challenges; settlements)
Sample questions: “How did prevailing attitudes about intermarriage between First Nations women and European men at this time affect the development of the Métis Nation?” “What skills and resources did each partner bring to marriages between First Nations women and European men and to the families and communities that developed as a result?” “How did marriage affect the sharing and/or division of assets in Métis communities?”