Page 208 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University/College Preparation
D1. IndigenousLegalRightsandtheConstitution:demonstrateanunderstandingofkeyconstitutional and other legal issues relating to Indigenous communities, governments, and individuals in Canada, explaining their significance for First Nations, Métis, and Inuit relations with federal, provincial, and territorial governments;
D2. Policies and Policy Making: demonstrate an understanding of key policies and policy-making processes that affect First Nations, Métis, and Inuit relations with federal, provincial, and territorial governments and with non-Indigenous individuals and communities across Canada;
D3. National and Regional Leadership: analyse various strategies and initiatives being implemented by leaders and policy-making groups to address political, social, and environmental issues affecting First Nations, Métis, and Inuit communities across Canada.
D. NATIONAL AND REGIONAL PERSPECTIVES
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
D1. Indigenous Legal Rights and the Constitution
By the end of this course, students will:
D1.1 describe the historical context of some key treaties and other legal agreements relating to First Nations, Métis, and Inuit communities in different regions of Canada, and explain how their implementation continues to affect those communities (e.g., with reference to the Covenant Chain, c. 1613; the Mi’kmaq Treaties of 1760 and 1761; the Gchi-Miigsaabiigan or Great Wampum and Twenty-Four Nations Belt, 1764; Treaty of Niagara, 1764; Jay Treaty, 1794; Treaty of Ghent, 1814; Selkirk Treaty, 1817; the Robinson-Superior Treaty and Robinson-Huron Treaty of 1850; the
“Half-Breed”Adhesion to Treaty 3; the Numbered Treaties; Western Arctic Claim – The Inuvialuit Final Agreement)
Sample questions: “What Mi’kmaq treaty rights were violated when First Nations fishers were prosecuted in Nova Scotia in 1997? What changes to contemporary federal and provincial fisheries policies have been made as a result, and how have these affected First Nations communities?” “How do the Robinson Treaties of 1850 continue to affect Métis communities?”
D1.2 analyse the provisions of the Royal Proclamation of 1763 in terms of how they define and govern nation-to-nation relations between contemporary First Nations govern- ments and the Canadian state (e.g., with reference to provisions for“reserved lands”for “Indians”; the stipulation that Aboriginal land can be sold or ceded only to the Crown, not to settlers)
D1.3 explain how key court rulings regarding Aboriginal title have affected relations between Indigenous governments and federal, provincial, and territorial governments (e.g., St. Catherine’s Milling and Lumber Co. v. The Queen, 1888, claimed that Aboriginal title was granted by the Crown and could therefore be extinguished; Calder v. British Columbia, 1973, led to the federal government’s willingness to negotiate comprehensive land claims, also known as
modern treaties; Delgamuukw v. British Columbia, 1997, set out how the courts deal with Aboriginal title and established a test for proving Aboriginal title; Guerin v. The Queen, 1984, recognized Aboriginal title as an inherent right based on historical occupation and continued
use of land)
Sample questions: “What are the differences between Aboriginal title, land use, and occupa- tion? How are these differences related to the
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