Page 205 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

C. COMMUNITY PERSPECTIVES OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Community Governance, Planning, and Administration: demonstrate an understanding of various contemporary political, economic, and social issues and/or developments relating to First Nations, Métis, and Inuit community governance, planning, and administration, including issues related
to land settlement;
C2. Community Aspirations, Development, and Leadership: demonstrate an understanding of key issues associated with contemporary First Nations, Métis, and Inuit community aspirations, development, and leadership.
SPECIFIC EXPECTATIONS
C1. Community Governance, Planning, and Administration
By the end of this course, students will:
C1.1 identify and explain the significance of various contemporary political issues and/or developments relating to First Nations, Métis, and Inuit community governance and adminis- tration (e.g., the reintroduction of traditional governance systems; autonomy in civic decision making; the administration of government services and supports under the Indian Act; consultations to ensure community input into Aboriginal title and treaty rights discussions; the advancement
of land claims within the federal specific and comprehensive land claim policy; the consultation process leading to the Bathurst Mandate)
Sample questions: “Why did hereditary chiefs in the Six Nations oppose 1924 Indian Act legislation that imposed a governance structure of elected chiefs and councils? Why do many First Nations leaders believe that the system of an elected chief and council does not meet the needs of their communities?” “How important is community vision to the implementation of self-governance for Inuit communities? What evidence can you offer to support your opinion?” “How does the Métis Nation of Ontario Secretariat Act accommodate Métis decision making? What makes the governance structure of the Métis Nation of Ontario distinct?” “How did the land claims agreement with Inuit of
the Northwest Territories in 1993 lead to the creation of Nunavut?”
C1.2 identify and explain the significance of various contemporary economic issues and/or developments relating to First Nations, Métis, and Inuit community-planning initiatives (e.g., the exercise of traditional hunting and gathering rights; the continuing implications of the Jay Treaty for the movement of resources across borders; community taxation structures; participation
in the First Nations Land Management Regime; investment in public health and social services and in infrastructure such as recreational and cultural facilities; economic diversification and support for small businesses; the development of economic strategies such as the 2008 Anishinabek Economy: Our Economic Blueprint)
Sample questions: “What economic opportunities in First Nations communities in Ontario have resulted from political decisions? What effect have they had on community planning?” “What strategic alliances are Inuit development corporations forming, and with what goals?” “How might workforce cultural proficiency training improve economic outcomes for First Nations, Métis, and Inuit youth entering the labour market?” “What aspects of economic development have First Nations, Métis, and Inuit communities identified as incompatible with traditional hunting and fishing practices? Why is this significant? How have these objections been presented? What consequences can you identify?”
C1.3 identify and explain the significance of various contemporary social issues, perspec- tives, and/or developments related to education and training in connection with First Nations,
COMMUNITY PERSPECTIVES
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Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives