Page 104 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
E1. Social, Economic, and Political Context: describe some key social, economic, and political issues, trends, and developments, including the Indian Act, that affected Indigenous peoples in Canada between 1876 and 1969, and analyse their impact (FOCUS ON: Cause and Consequence; Historical Perspective)
E2. Communities,Conflict,andCooperation:analysevariousfactorsthataffectedinteractionsbetween Indigenous and non-Indigenous people in Canada between 1876 and 1969 (FOCUS ON: Historical Significance; Continuity and Change)
E3. Identities, Cultures, and Self-Determination: analyse how various individuals, groups, and issues contributed to the development of Indigenous identities, cultures, and rights in Canada between 1876 and 1969 (FOCUS ON: Cause and Consequence; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political Context
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
E1.1 analyse the impact of the Indian Act on First Nations communities and individuals during this period (e.g., with reference to the status of “Indians”as wards of the state; the role of Indian agents in regulating the lives of people on reserves; the outlawing of ceremonies, including the potlatch and powwows; the expropriation of land from
reserves for public works, roads, and railways; lack of voting rights; mandatory attendance at residential schools; the requirement for government approval before land claims could be made against the federal government; provisions related to status Indian women who married men who were not status Indians)
Sample questions: “What attitudes towards First Nations were reflected in the original Indian Act? What are some ways in which the act attempted to restrict traditional practices of First Nations peoples? How did amendments to this act throughout this period reflect the
paternalistic attitude of the federal government towards First Nations peoples?” “What was the impact on Inuit of not being entitled to register as status Indians under the Indian Act?”
E1.2 describe some key economic trends and developments that affected Indigenous peoples in Canada during this period, and analyse the impact on their lives (e.g., with reference to the Industrial Revolution, the Klondike gold rush, Métis farmstead projects in Alberta, railway and road expansion in the West and Northwest, displace- ment of communities for resource development, the power of the Indian Act and Indian agents
to regulate the economic affairs of status Indians, the fox fur trade in the Arctic, the registration of traplines in British Columbia and the Far North)
Sample questions: “What economic forces opened the North and the Northwest Coast for development? How did these forces affect the First Nations, Métis, and/or Inuit communities and individuals in these regions? What similar- ities do you see between economic development in the North and/or on the Northwest Coast during this period and earlier development in eastern and central Canada, with respect to the impact on the lives of Indigenous individuals and communities?” “How did industrialization
E. 1876–1969: ASSIMILATION, ENCROACHMENT, AND LIFE IN THE INDUSTRIAL AGE
OVERALL EXPECTATIONS
By the end of this course, students will:
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