Page 206 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Métis, and Inuit communities (e.g., the multi- generational legacy of the residential school system; social programming and services for First Nations, Métis, and Inuit postsecondary students; funding for on-reserve schools; increasing aware- ness of the relationship between individual/ community health and well-being and educational achievement; the shift towards including traditional approaches in teaching about protecting the environ- ment and biodiversity; the dichotomy between Eurocentric and Indigenous approaches to education; the potential for culture shock when relocating from a rural to an urban community to access education)
Sample questions: “What are some similarities and differences in how Indigenous and non- Indigenous education authorities perceive issues related to the educational attainment of First Nations, Métis, and Inuit students?” “What barriers to improved graduation rates have urban Indigenous groups identified?” “How
is the achievement gap between Indigenous and non-Indigenous students being addressed in provincial education systems in Canada?” “How could prior learning assessments support the needs of First Nations, Métis, and Inuit students who already have various life skills and are seeking formal training opportunities?” “What are the purpose and methods of Infinite Reach: Métis Student Solidarity Network?”
C1.4 analyse various aspects of land settlement negotiations and implementation in terms of the challenges they present to contemporary First Nations, Métis, and Inuit communities
at the local/regional level (e.g., obstacles to consultation; provisions and limitations specified in federal policy governing the negotiation of special claims; litigation costs; the length of the settlement process; stipulations within the Indian Act governing the surrender of reserve lands; the requirement for“capacity to manage”expressed within the First Nations Land Management Act; the need for specific sector knowledge; the bureau- cratic burden of meeting obligations with respect to
community accountability and fiscal transparency)
Sample questions: “What does ‘devolution’ mean in relation to First Nations land settlement negotiations? Do you think devolution can be interpreted as the continuation of a colonial process? Why, or why not?” “What burden does the concept of ‘capacity to manage’ impose on First Nations communities? How is capacity evaluated?” “How did the Manitoba Act, 1870, affect Métis territorial rights? How does the legislation continue to challenge Métis land settlement negotiations?”
C1.5 analyse various land disputes and settlements related to significant treaties in terms of their social, economic, and political impact on con- temporary First Nations and Métis communities (e.g., with reference to occupation of disputed land, demonstrations by opposing groups, the provision of financial resources for social programs and initiatives, the surrender of land consequent on dispute settlement, the influx of disposable income through member distribution payments, the possibility of territorial expansion of reserves)
Sample questions: “What impact on their reserve lands did the Ojibways of Onigaming foresee from unauthorized highway construction? What has been the result of that claim?” “What is the connection between the Haldimand Proclamation of 1784 and the Six Nations of
the Grand River dispute at Caledonia? How has the dispute affected local communities?” “Why was the Supreme Court decision in Calder v. British Columbia, 1973, considered a landmark? What are some of the economic and political implications?” “How are proceeds from land claim settlements distributed in First Nations communities? What are some social and economic consequences?” “What does
the success of the Manitoba Métis Federation Land Claim mean for other Métis land claims in Canada?”
C2. Community Aspirations, Development, and Leadership
By the end of this course, students will:
C2.1 analyse the impact on Canadian society of various contemporary socio-demographic trends and issues related to First Nations, Métis, and Inuit communities (e.g., with reference to housing and infrastructure on reserves, community planning and development, education, careers, health, justice, cultural awareness, population growth and rural-to- urban migration)
Sample questions: “Why do some economists believe that improving Indigenous educational attainment would contribute significantly to community prosperity and to the prosperity
of Canadian society?” “What is the motivation for increasing the presence of Indigenous entrepreneurs in emerging alternative energy sectors?” “Why and how have governments encouraged partnerships between Indigenous- and non-Indigenous-owned businesses? What factors make these types of partnership success- ful?” “What have been some of the effects of the 61.9 per cent increase in the Inuit popula- tion outside of Inuit Nunangat from 2006 to 2016?” “What role can traditional First Nations,
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