Page 108 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
F1. Social, Economic, and Political Context: describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyse their impact (FOCUS ON: Historical Significance; Continuity and Change)
F2. Communities, Conflict and Cooperation: analyse various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present (FOCUS ON: Cause and Consequence; Continuity and Change)
F3. Identities, Cultures, and Self-Determination: analyse how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969 (FOCUS ON: Historical Significance; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
F1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
F1.1 explain how some social trends, movements, and developments have affected Indigenous individuals and communities in Canada during this period, including in interactions with non-Indigenous Canadians (e.g., with reference to Indigenous rights, civil rights, women’s rights, environmental, and/or animal rights movements;
the protection of species and natural habitats; efforts related to the revitalization of Indigenous cultures and languages; the development of standard Inuit Cultural Institute [ICI] orthography and the unifi- cation of the Inuit language writing system; the adoption by groups and institutions of practices and strategies that are more culturally appropriate for Indigenous individuals; the expansion of Indigenous media; the Internet and social media)
Sample questions: “What are some social movements from this time that have cooperated with or had an impact on Indigenous advocacy groups? Are there some that have clashed with Indigenous peoples? If so, why?”
F1.2 describe some key economic trends and developments that have affected Indigenous individuals and communities in Canada during this period, and analyse the impact on their lives (e.g., with reference to developments associated with economic globalization, exploitation of natural resources, the growing power of multinational corporations, poverty and unemployment on and off reserves, provincial and federal economic development initiatives and programs for Indigenous communities, the European Union’s ban on the trade of all marine mammal products)
Sample questions: “What impact has the land claims process in Canada had on economic development in First Nations and Inuit com- munities? What have been some unforeseen consequences of land claims agreements?” “Why have some First Nations, Métis, and Inuit individuals and advocacy groups been working to limit the power of multinational agribusiness corporations?” “How have government decisions with respect to funding for the maintenance
of and improvements to reserves affected the quality of life for residents?”
F1.3 describe some key political trends and developments that have affected Indigenous individuals and communities in Canada during this period, and analyse the impact on their
F. 1969 TO THE PRESENT: RESILIENCE, DETERMINATION, AND RECONCILIATION
OVERALL EXPECTATIONS
By the end of this course, students will:
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