Page 110 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
relating to increasing Indigenous populations in urban centres? How successful have these programs been?”
F2.2 analyse some key court cases related to Aboriginal title and/or treaty rights during this period, and assess their impact on Indigenous communities (e.g., with reference to Calder v. British Columbia, 1973; the Baker Lake case, 1980; Guerin v. The Queen, 1984; Sparrow v. R., 1987; R. v. Adams, 1996; Delgamuukw v. British Columbia, 1997; Corbiere v. Canada, 1999; Manitoba Métis Federation Inc. v. Canada, 2013)
Sample questions: “What do you think has been the most important legal challenge for Indigenous peoples in this period? Why?”
F2.3 describe some key treaties and land agree- ments between Canadian governments and First Nations and Inuit during this period (e.g., the James Bay and Northern Quebec Agreement, 1975; the Inuvialuit Final Agreement, 1984; the Nunavut Land Claims Agreement, 1993; the Labrador Inuit Land Claims Agreement, 2005, which led to the creation of Nunatsiavut; the Nisga’a Final Agreement Act, 2000), and explain how they are similar to and/or different from earlier treaties
Sample questions: “How does the Nunavut Land Claims Agreement differ from previous land claim agreements? In your opinion, does this agreement give Inuit more autonomy over their lives than previous agreements did for other First Nations and Inuit communities?”
F2.4 analyse historical and contemporary statistics and other sources to identify key demographic trends among First Nations, Métis, and Inuit populations during this period (e.g., with reference to education, employment, Indigenous language use, population increase, growing urban Indigenous populations, incarceration rates, living conditions on reserves, substance abuse and suicide among youth in remote communities,
violence against Indigenous women), and explain the significance of these trends and their implications for future action
Sample questions: “What do data on First Nations, Métis, and Inuit learners in Ontario tell us about student achievement and graduation rates for Indigenous peoples in the province? How have federal and provincial governments responded to these trends?” “What trends are evident during this period with respect to crimes against Indigenous women? How have advocacy groups responded to these trends?
How has the federal government responded? What further action, if any, do you think should be taken?”
F2.5 describe some major instances of conflict involving Indigenous peoples in Canada during this period, and analyse some of their causes and consequences (e.g., Dene and Inuit protests over the Mackenzie Valley Pipeline Project; Innu protests over low-level flights in Labrador; protests and legal challenges against seismic testing by the community of Clyde River, Nunavut; the efforts of the Lubicon Cree to secure the recognition of their land rights; protests and blockades at Oka, Ipperwash, Burnt Church, and/or Caledonia)
Sample questions: “What were the underlying causes of the confrontation at Ipperwash in 1995? What were the findings of the public inquiry into the events at Ipperwash?”
F3. Identities, Cultures, and Self-Determination
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
F3.1 describe some trends, issues, and/or developments that have affected Indigenous peoples globally during this period, and explain their impact on Indigenous peoples and non- Indigenous groups in Canada (e.g., with reference to globalization; environmental degradation; climate change; food patents; increasing concern about human rights abuses and recognition of and/or redress for historical abuses; the United Nations Declaration on the Rights of Indigenous Peoples, 2007; the creation of the Inuit Circumpolar Council)
Sample questions: “What international considerations prompted Canada to allow low-flying military flight training out of Goose Bay, Labrador? What impact did these flights have on the lives of Innu in the region?” “Why have international human rights groups called attention to the disappearance and murder
of Indigenous women in Canada?” “How has climate change been affecting the lives of Inuit in the Canadian Arctic?”
F3.2 analyse the contributions of some individuals and groups to efforts to raise awareness about sovereignty/self-governance and to gain recognition of Aboriginal title and/or treaty rights during this period (e.g., with reference to John Amagoalik, Ta’Kaiya Blaney, Harold Cardinal, Sheila Watt-Cloutier, Tagak Curley,
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