Page 107 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

expansion, cars, airplanes, snowmobiles; disruption to traditional lifestyles associated with resource development)
Sample questions: “What impact did new transportation technologies have on previously isolated Indigenous communities? How did such developments affect the cultures of these communities?” “What are some ways in which technology contributed to both the loss and
the preservation of aspects of traditional lifestyles in First Nations, Métis, and/or Inuit communities?”
E3.5 analyse some issues, trends, and develop- ments in the arts and popular culture that are relevant to Indigenous peoples during this period, including the cultural contributions of some Indigenous individuals in Canada (e.g., the popularity of Wild West shows in the late nineteenth century; the depiction of Indigenous cultures and/or individuals in Hollywood movies and on television; the increasing influence of American culture; the appropriation of Indigenous symbols in advertising and/or art by non-Indigenous artists; the contributions of Indigenous artists, craftspeople, and/or writers such as Charles Edenshaw [Tahayghen], Pauline Johnson, or Mungo Martin [Nakapankam]; the Indigenous pavilion at Expo 67)
Sample questions: “What are some examples of Indigenous images being used by sports clubs during this period? What type of responses do the mascots and logos evoke from the audience? Do you think sports team logos containing Indigenous imagery perpetuate stereotypes? Why, or why not?” “How did the creation
of the Western Baffin Eskimo Co-operative contribute to interest in Inuit culture?”
1876–1969: ASSIMILATION, ENCROACHMENT, AND LIFE IN THE INDUSTRIAL AGE
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First Nations, Métis, and Inuit in Canada
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