Page 209 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

political concept of stability and change?” “Why is the Calder case significant for First Nations with respect to Aboriginal title?”
D1.4 explain how key court rulings regarding Aboriginal rights have affected relations between First Nations, Métis, and Inuit individ- uals and the Canadian state (e.g., Daniels v. Canada, 2016, defined Métis and non-status individuals as“Indians”within the Canadian constitution, making it necessary to consult them collectively on issues affecting their Aboriginal rights and interests; R. v. Powley, 2003, affirmed that Métis individuals have an Aboriginal right
to hunt for food, as recognized under section 35 of the Constitution Act, 1982; R. v. Sparrow, 1990, interpreted the application of“existing”Aboriginal rights under section 35 of the Constitution Act, 1982; R. v. Marshall (No. 1 and No. 2), 1999, involved decisions by the Supreme Court of Canada regarding a treaty right to fish; R. v. Gladue, 1999, advises lower courts to consider an Indigenous offender’s background in making sentencing decisions)
Sample questions: “How is the Daniels case regarding the scope of federal powers and the inclusion of Métis people as ‘Indians’ under section 91(24) of the constitution significant for provincial governments? How is it significant for Métis?” “How has the Powley case affected the hunting rights of Métis people nationally?” “What did the Marshall case indicate about fishing rights for Mi’kmaq people? What are the implications of the initial and subsequent court decisions for Indigenous individuals across the country and for national and provincial governments?”
D1.5 analyse how contemporary Indigenous governments define and assert sovereignty/ self-governance within territories and in relation to the Canadian constitution (e.g., with reference to citizenship cards; band membership codes; policing systems; demands for constitutional amendments; the assertion of the inherent right to self-determination as defined in the United Nations Declaration on the Rights of Indigenous Peoples; the Métis Nation of Ontario Statement of Prime Purpose; the emergence of organizations repre- senting Métis, non-status, and urban Indigenous individuals and/or communities)
Sample questions: “Why is it important to the Haudenosaunee Nation to develop an identifica- tion or citizenship card? What does this action indicate to Canada about Haudenosaunee sovereignty? What are the consequences of national citizenship cards for First Nations themselves, for Canada, and for other coun- tries?” “What does ‘beneficiary status’ mean
in relation to Inuit land claims? How does an Inuk obtain beneficiary status?” “What is the purpose of Métis community consultation protocols? How are the protocols used to govern negotiations with federal and provincial governments?”
D2. Policies and Policy Making
By the end of this course, students will:
D2.1 assess the consequences of some key Canadian government policies for First Nations, Métis, and Inuit relations with the Canadian state (e.g., with reference to the“Sixties Scoop”federal policy of removing Indigenous children from their families to be fostered by or adopted into non-Indigenous families; the White Paper, 1969; policies recom- mended by the Royal Commission on Aboriginal Peoples, 1996; procurement policies embedded in the Nunavut Land Claims Agreement Act, 1993; land use and planning policies stemming from the Nisga’a Final Agreement Act, 2000: Implementation Plan; proposals outlined in Bill C-45, the Jobs, Growth, and Long-term Prosperity Act, 2012)
Sample questions: “What were some individual and collective responses to the 1969 federal White Paper calling for the assimilation of First Nations across Canada? How did First Nations groups promote their rejection of the recom- mendations? What were some consequences?” “Why did Indigenous groups and individuals object to the passage of the omnibus Bill C-45 in 2012? In your opinion, how did this federal policy affect First Nations, Métis, and Inuit relations with the Canadian state?”
D2.2 analyse the representation of First Nations, Métis, and Inuit communities in contemporary Canadian policy-making institutions and pro- cesses in terms of how Indigenous participation influences policy approaches and results (e.g., with reference to the appointment of First Nations, Métis, and Inuit members of the Senate; the composition of federal and provincial parliaments and assemblies; the practices and procedures of the Canadian Human Rights Tribunal on First Nations Child Welfare; First Nations, Métis, and Inuit participation in land management and resource development across Canada)
Sample questions: “What political perspectives can you identify among participants at the 2005 First Ministers’ Meeting on Aboriginal Issues and the 2004–05 Canadian–Aboriginal Peoples Roundtable? What were the objectives of the Roundtable, and what did it achieve?” “What issues need to be considered when municipalities develop policies in partnership with urban
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Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives