Page 109 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

lives (e.g., with reference to the Statement of the Government of Canada on Indian Policy, 1969 [the 1969 White Paper]; the recognition of Aboriginal and treaty rights in the Constitution Act, 1982 and the Canadian Charter of Rights and Freedoms [the Charter]; the recognition in the constitution of the Métis as Aboriginal people; the development of a special process to address disputes over land claims; the creation of Nunavut; the establishment of the Berger Commission, the Royal Commission on Aboriginal Peoples, and/or the Special Parliamentary Committee on Indian Self-Government; Bill C-31 to address gender discrimination in the Indian Act, 1985; Bill C-3, the Gender Equity in Indian Registration Act, 2010; the Truth and Reconciliation Commission of Canada)
Sample questions: “What impact have the Indian Act and the Charter had on gender equality in First Nations communities?” “Has the inclusion of Aboriginal and treaty rights in the Constitution Act, 1982 affected First Nations, Métis, and Inuit in the same ways?
If not, who has faced the greatest challenges in asserting their rights?” “What factors led to the creation of Nunavut? How significant was the agreement to create this territory?” “What impact has the Final Report of the Truth and Reconciliation Commission had with respect to increasing awareness of the scope of systematic oppression faced by First Nations, Métis, and Inuit communities in Canada? What are some of the steps that the report outlines for reconciliation in areas such as justice, health, and/or education?”
F1.4 analyse the federal government’s 1969 White Paper with respect to its basic ideas and underlying attitudes, and assess the responses of First Nations individuals and organizations to it, including the long-term impact of these responses (e.g., with reference to the“Red Paper”, the development and/or increasing activism of Indigenous political advocacy organizations, an increased focus on the protection of treaty rights, the determination to protect inherent rights for future generations, the documentation of cultural genocide)
Sample questions: “What did the White Paper reveal about attitudes towards Indigenous peoples in Canada at the time?” “What actions did Harold Cardinal take following the release of the White Paper? How were his actions similar to or different from the responses of other First Nations individuals? How effective were these responses?” “Do you think the White Paper was a turning point for Indigenous peoples
in Canada? Why, or why not?”
F1.5 explain the significance of the Truth and Reconciliation Commission of Canada for residential school survivors as well as the impact of the commission’s calls to action (e.g., the commission provided residential school survivors and their families with the opportunity to share their individual experiences, which may enable them to achieve a sense of closure; various governments in Canada have set out policies to act on some of the commission’s calls to action)
Sample questions: “What is the Indian Residential Schools Settlement Agreement (IRSSA)? What is its connection to the Truth and Reconciliation Commission? What are some ways in which the IRSSA has recognized the damage inflicted by the residential schools system?” “What is meant by the statement by Murray Sinclair, the chair of the Truth and Reconciliation Commission, that ‘Reconciliation is not an Aboriginal problem –
it is a Canadian problem. It involves all of us’? How do we individually and collectively engage in the process of reconciliation?”
F2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
F2.1 identify some major trends and developments that have affected Indigenous individuals living off reserve in both rural and urban communities during this period, and assess their impact (e.g., with reference to the creation of the Congress of Aboriginal Peoples to represent the interests of Indigenous individuals living off reserve; the development of a variety of Indigenous family and child centres and other social services; employment issues on reserves and the availability of high-paying jobs off reserve for skilled workers; racism and discrimination; the challenges of and successes associated with maintaining Indigenous languages, cultural practices, and beliefs outside home communities; changes in relationships between Indigenous individuals living in urban settings and those in home communities)
Sample questions: “Why has the number of Indigenous individuals moving to urban settings increased during this period? What are some challenges these people have faced? What are some ways in which Indigenous leaders and advocacy groups have addressed the need of urban dwellers to be connected to the land and/or to preserve their languages?” “What are some programs that have addressed issues
1969 TO THE PRESENT: RESILIENCE, DETERMINATION, AND RECONCILIATION
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First Nations, Métis, and Inuit in Canada
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