Page 203 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

B2.3 make inferences about the role of education in cultural continuity by analysing some challenges and initiatives/developments related to First Nations, Métis, and Inuit educational autonomy and language revitalization (e.g., challenges: interruption of the transmission of knowledge between generations; the absence of proficient speakers; lack of recognition of Michif as a language; insufficient understanding of the link between language and culture; inadequate funding for community-based education; the imposition
of mandated educational requirements that do not reflect Indigenous cultural values; initiatives/ developments: local language nests; language immersion camps; the use of social media and other technology to deliver online language courses; assertions of control over community- based education, such as the rejection of Bill C-33; the support for Inuit language and culture outlined in the Nunavut Education Act, 2008; the creation of the Kativik School Board; the development of the Nunavut Sivuniksavut college program; the transfer of responsibility for the Yukon Native Language Centre from the Yukon government to the Council ofYukon First Nations)
Sample questions: “How have some First Nations communities reacted to the proposed First Nations Control of First Nations Education Act? Why?” “What are language nests? How does this method of language education reflect Indigenous values and aspirations?”
B2.4 analyse the role of cultural observances/ festivals and traditional knowledge practices in promoting First Nations, Métis, and Inuit cultural revitalization and/or cultural continuity (e.g., Harvest Gatherings support and strengthen the connections between people and the land; National Inuit Day raises awareness of Inuit culture and history and fosters cultural pride; sweat lodge ceremonies provide traditional spiritual healing; a powwow connects families through song, dance, and cultural activities; Back to Batoche Days, Louis Riel Day, and Powley Day instil cultural knowledge and community pride;
a Métis Rendezvous builds a sense of community and promotes shared values)
Sample questions: “In what ways does a
Métis Rendezvous impart important cultural understanding to those attending? Why does
it continue to be a significant celebration for Métis people in the twenty-first century?”
“In what ways does National Indigenous Peoples Day or National Inuit Day reflect values that are important for cultural revitalization and continuity?” “What effect do regulations on hunting, fishing, and land use have on the ability of First Nations, Métis, and Inuit com- munities to produce and trade goods required
for ceremonial and social purposes? Why is this significant?” “How has the Métis Nation of Ontario used canoe expeditions to reinvigorate a traditional way of life?” “How are Inuit asserting their cultural identity in urban
areas in Ontario?”
B2.5 analyse the role of contemporary public institutions in supporting First Nations, Métis, and Inuit cultural revitalization and/or cultural continuity (e.g., museums can facilitate the repatriation of sacred objects and assist in protecting and storing cultural objects; cultural and heritage centres support public awareness of shared history; schools, universities, and other educational institu- tions are engaged in re-examining the accuracy of historical accounts; conservation authorities can build partnerships with First Nations, Métis,
and Inuit organizations and communities through involvement in planning processes; financial insti- tutions such as the Business Development Bank
of Canada provide services tailored to the needs of Indigenous cultural entrepreneurs; economic development associations such as the Kakivak Association support cultural continuity by strengthening community economies through business, employment, and training services)
Sample questions: “What examples can you find of contemporary museum programs that incorporate First Nations, Métis, and Inuit perspectives? How does such programming support cultural revitalization?” “In your research, what types of business services and sources of financing did you find that are tailored to First Nations, Métis, and Inuit entrepreneurs and innovators? How do these support cultural revitalization?” “In what specific ways might exhibiting work by Indigenous artists in community centres and libraries promote cultural continuity?” “In what ways can museums support the work
of re-identifying cultural items that were previously identified as uniquely First Nations? What has contributed to this trend in Canada? Why is it politically significant?”
B3. Cultural Understanding and Cultural Leadership
By the end of this course, students will:
B3.1 describe various ways in which First Nations, Métis, and Inuit individuals in Canada self- identify and/or are identified by others (e.g., First Nation“status”or“non-status”, residency on or off reserve, cultural affiliation, ancestry, blood quantum, nationhood, citizenship, lived experience, organizational representation, urban versus rural
CULTURAL IDENTITY AND CULTURAL CONTINUITY
201
Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives