Page 211 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

such apologies? In your opinion, have formal apologies contributed to social and/or educational reforms for Indigenous and non-Indigenous peoples in Canada? What evidence can you provide to support your opinion?” “Why is it important for both Indigenous and non-Indigenous individuals and organizations to continue to raise awareness of social injustices against First Nations, Métis, and Inuit individuals and communities?”
D3.4 assess various strategies and initiatives
to address national/regional environmental issues affecting First Nations, Métis, and Inuit communities in terms of their influence on public policy and law (e.g., with reference to the grievance put before the United Nations Human Rights Council by the Comprehensive Land Claims Coalition; the organization of Idle No More in response to the Navigable Waters Protection Act embedded in the omnibus Bill C-45 of 2012; a Federal Court of Appeal challenge launched by the Coastal First Nations against the Enbridge Northern Gateway Pipelines project; written support from the David Suzuki Foundation for Inuit opposition to underwater seismic testing at Clyde River, Nunavut; Matthew Coon Come’s paddle protest
to stop the Hydro-Québec Great Whale project; Neil Young’s Honour the Treaties tour highlighting the growing environmental impact of oil sands development)
Sample questions: “In your opinion, how effective is legal action as a way to obtain justice for treaty violations that affect the land and the environment? What evidence can you provide?” “In what ways has the Idle No More movement influenced public environmental policy in Canada?” “What were some consequences of the public outcry about mercury poisoning in the First Nation community of Grassy Narrows?”
NATIONAL AND REGIONAL PERSPECTIVES
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Contemporary First Nations, Métis,
NDA3M
and Inuit Issues and Perspectives