Page 201 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

B. CULTURAL IDENTITY AND CULTURAL CONTINUITY
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Colonial Naming and Cultural Identity: demonstrate an understanding of the connections between colonial naming and cultural identity in relation to First Nations, Métis, and Inuit communities;
B2. Cultural Revitalization and Cultural Continuity: demonstrate an understanding of key issues, developments, and challenges relating to First Nations, Métis, and Inuit cultural revitalization and cultural continuity;
B3. CulturalUnderstandingandCulturalLeadership:explainhowIndigenousindividuals,communities, and nations in Canada self-identify and are identified by others, analysing the influences and/or consequences of racism, stereotyping, contemporary culture, and cultural leadership.
SPECIFIC EXPECTATIONS
B1. Colonial Naming and Cultural Identity
By the end of this course, students will:
B1.1 describe the cultural and linguistic classifica- tions used in Western anthropology to identify First Nations, Métis, and Inuit communities and groups (e.g., cultural: Arctic, Northwest Coast, Plains, Plateau, Subarctic, Eastern Woodlands; linguistic: Algonquian, Inuktitut, Athapaskan, Iroquoian), and explain some consequences
of this approach to cultural identity
Sample questions: “What criteria have been used by Western anthropologists to distinguish among diverse Indigenous cultures in Canada?” “In what ways did the Western anthropological view accepted by European colonial settler communities reflect a political perspective? How has this view affected First Nations, Métis, and Inuit languages and cultures? How does it continue to do so?” “How have Western anthropological interpretations of Indigenous groupings changed over time? What are some political consequences?”
B1.2 explain various ways in which colonial naming has affected and continues to affect First Nations, Métis, and Inuit cultural identities (e.g., the historical assignment of colonial family names in preference to cultural naming practices impeded the transmission of family lineages and kinship systems; colonial names fail to acknowledge cultural diversity within regions; Indigenous
cultural connections between territory and oral history have been erased in favour of place names reflecting French and English geography and people)
Sample questions: “How are family lineages preserved over time? How might colonial naming practices cause knowledge of the lineages of First Nations, Métis, and Inuit families to develop gaps or disappear?” “How do Inuit kinship systems and naming customs help preserve cultural identity? What has colonial naming substituted for these customs?” “Why might you have to use the search term ‘First Nation’ when looking for information about the Haudenosaunee people? How might this
lead to inaccuracies in your understanding of Haudenosaunee culture?” “What is the function of place names in Anishinaabe oral tradition?”
B1.3 identify a variety of legal and administrative classifications of Indigenous peoples used in Canadian legislation and government records (e.g., the Gradual Civilization Act, 1857; the Constitution Act, 1982; the Indian Act, 1985; Bill C-31, Bill C-3, and other amendments to the Indian Act that address gender equality rights; the Indian Register; Aboriginal population reports in 1801 and 2012 census data; Project Surname and the disc number system for Inuit), and analyse the continued impact of these classifications
on individual and collective First Nations, Métis, and Inuit cultural identities (e.g., with reference to social, cultural, and political assimilation; “status”and“non-status”designations; legislated
CULTURAL IDENTITY AND CULTURAL CONTINUITY
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Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives