Page 207 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Métis, and/or Inuit wellness practices have in health and wellness services offered in both Indigenous and non-Indigenous settings?”
C2.2 identify a variety of training opportunities, career choices, and economic activities that support First Nations, Métis, and Inuit com- munity development, and explain their benefits (e.g., initiatives such as the Nasittuq Corporation trainee program and the Aboriginal Skills and Employment Training Strategy provide community members with specific skills that enable the local workforce to fulfil a range of community functions; the Métis Voyageur Development Fund supports Métis businesses in the resource sector; careers in teaching, engineering, and computer programming address gaps in the ability of First Nations, Métis, and Inuit communities to organize their own education and economic development; activities such as ecotourism, green energy development, and the creation of small businesses provide communities with viable local economies)
C2.3 suggest a variety of ways in which effective leadership can contribute to the realization
of First Nations, Métis, and Inuit community aspirations, drawing on evidence from com- munities in different regions of Canada (e.g., with reference to language revitalization, cultural revitalization and/or cultural continuity, educational attainment, healthy lifestyles, community prosperity)
Sample questions: “What are some important characteristics of effective leadership in the context of First Nations, Métis, and Inuit com- munities?” “In what specific ways can leaders help their communities focus on priorities, make the best use of funding, and achieve the stated goals of the community?” “What role and responsibilities do Indigenous leaders have in protecting community revenues and assets? How does this role support community goals?” “How does Canadian society benefit from supporting First Nations, Métis, and Inuit community leadership initiatives?”
C2.4 design a proposal for a school or community initiative addressing a specific issue for the mutual benefit of First Nations, Métis, and/or Inuit and other members of the school or com- munity (e.g., to include Indigenous ecological knowledge in a school gardening project; to encourage the participation of diverse cultures in community events; to secure funding to increase school or community library resources related to First Nations, Métis, and Inuit cultures; to address inequities and/or discrimination faced by Indigenous youth in secondary schools)
COMMUNITY PERSPECTIVES
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Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives