Page 101 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

D. 1763–1876: SETTLER AND STATE EXPANSION AND INDIGENOUS RESISTANCE
OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Social, Economic, and Political Context: describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyse their impact (FOCUS ON: Historical Significance; Continuity and Change)
D2. Communities, Conflict, and Cooperation: describe some key developments in relations between Indigenous peoples, settlers, and colonial/dominion governments in different regions of Canada between 1763 and 1876, and explain their significance (FOCUS ON: Historical Significance; Cause and Consequence)
D3. Identities, Cultures, and Self-Determination: analyse how beliefs, values, and the contributions of various individuals and groups helped shape the development of Indigenous rights, identities, and heritage in different regions of Canada between 1763 and 1876 (FOCUS ON: Cause and Consequence; Historical Perspective)
SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
D1.1 analyse aspects of the daily lives of people in Indigenous communities in Canada during this period, and compare them to the lives of settlers (e.g., with reference to urban and rural life, housing, clothing, transportation, size of families, gender roles, kinship ties, beliefs and values, celebrations, ceremonies, rituals and spiritual life)
Sample questions: “How were children cared for and raised in First Nations, Métis, Inuit, and settler societies? Who played a significant role at each stage of a child’s development?”
D1.2 describe some key economic trends and developments that affected Indigenous peoples in Canada during this period (e.g., expansion of and competition between the HBC and the Northwest Company; the arrival of trading ships on the Northwest Coast; changes in British policy on annuity payments and gift giving to some First
Nations peoples; the pemmican and buffalo hide trade; the decline of the fur trade as colonial settle- ment expanded in the West; colonial/Canadian government encouragement of agricultural economies on reserves), and analyse their impact on relations among Indigenous peoples and between Indigenous peoples and colonial/Canadian governments
Sample questions: “What impact did provisions for ‘reserve’ lands identified in land cession agreements have on the economic independence of First Nations?” “Why did colonial/Canadian governments disapprove of the Indigenous practice of gift giving? What impact did this attitude have?” “How did the use of land and natural resources by non-Indigenous settlers affect the living standards and traditional ways of some First Nations and Inuit communities?”
D1.3 explain how various factors contributed to the Royal Proclamation of 1763, and analyse its significance for Aboriginal title and treaty rights (e.g., with reference to land occupation and ownership, sovereignty, Crown roles and responsibilities, ceded and unceded territories, First Nations–Crown relations)
1763–1876: SETTLER AND STATE EXPANSION AND INDIGENOUS RESISTANCE
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First Nations, Métis, and Inuit in Canada
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