Page 103 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sample questions: “Where did First Nations Loyalists settle after the American Revolution? What was the long-term significance of these settlements?” “What were Métis settlement patterns during the peak of the buffalo hide trade? How did these patterns change after the buffalo had been hunted to near extinction?”
D2.5 describe some major instances of conflict involving Indigenous peoples in Canada during this period, and analyse some of their main causes and consequences (e.g., alliances between First Nations and colonists during the American Revolutionary War and the War of 1812; involvement of Indigenous peoples in military strategies; conflict at Red River, including the use of federal troops
in 1870; conflict arising from Haudenosaunee, Anishinaabe, and other eastern nations encroaching on Blackfoot territories)
Sample questions: “How and why were First Nations warriors involved in the War of 1812? Why did the colonial government fail to acknowledge the contributions of First Nations veterans? What were the consequences of that failure?” “In what ways did colonial expansion fuel conflict among Indigenous peoples and between Indigenous peoples and non-Indigenous settlers or colonial/dominion governments?” “What were the causes of the Red River Resistance? What were its consequences
for the Métis?”
D3. Identities, Cultures, and Self-Determination
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
D3.1 explain how various individuals and groups contributed to the assertion of Indigenous rights, to efforts to gain sovereignty/self-governance, and to Indigenous identities and/or heritage during this period (e.g., with reference to Shingwaukonse, Jean-Baptiste Assiginack, Nebenaigoching, Oshawanoo, Niibaakom, Itawashkash, Peguis, Poundmaker, Crowfoot, Tecumseh, Mohawk leaders Molly Brant and Joseph Brant, Sitting Bull, Louis Riel, Gabriel Dumont, the Haudenosaunee Confederacy, the Three Fires Confederacy, First Nations and Métis warriors and veterans, the Métis provisional government of 1870)
Sample questions: “What motives would the Anishinaabe have had in siding with the British in the War of 1812, other than the traditional
idea that they fought on the command of the ‘Great Father’?” “What is the importance of Shawnadithit to First Nations heritage?”
D3.2 analyse how Indigenous beliefs about the environment, spirituality, and the land conflicted with the attitudes and/or policy of colonial/ dominion governments, and explain how this conflict affected First Nations, Métis, and Inuit individuals and communities during this period (e.g., with reference to government hostility to many Indigenous spiritual practices/traditions; colonial/dominion ideas about domination over the land versus Indigenous ideas about stewardship and the interconnectedness of humans and all other beings; colonial/dominion beliefs about land ownership versus Indigenous beliefs about occupa- tion of traditional territories from time immemorial)
Sample questions: “What do the speeches of some chiefs in the West at this time reveal about differences in how First Nations and colonial/ Canadian authorities viewed the land and environment?” “What impact did differences
in the spiritual beliefs of Indigenous cultures and colonial/Canadian authorities have on First Nations individuals and practices?”
D3.3 analyse factors that helped shape popular beliefs in Europe, British North America, and the Dominion of Canada about Indigenous peoples during this period (e.g., pencil sketches by explorers; maps and the illustrations that decorated them; paintings; descriptions in settlers’ journals, diaries, or letters home; newspaper accounts of Indigenous uprisings or other conflicts)
Sample questions: “How did European/colonial artists from this period depict Indigenous individuals and communities? What were the contexts for most of the portraits and drawings? Who was depicted? How were they depicted? What impact did these drawings have on the perceptions of people in Europe?” “How did non-Indigenous settlers in Canada tend to characterize Indigenous individuals or cultures in their letters to families back in Europe?” “How would accounts in eastern newspapers of the Red River Resistance have affected the way many non-Indigenous Canadians viewed First Nations and Métis in the West?”
1763–1876: SETTLER AND STATE EXPANSION AND INDIGENOUS RESISTANCE
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First Nations, Métis, and Inuit in Canada
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