Page 212 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University/College Preparation
E1. Global Trends and Indigenous Peoples: demonstrate an understanding of current global environmental, cultural, and social justice trends related to Indigenous peoples, comparing socio-political responses to these trends in Canada with responses in other countries around the world;
E2. Social Action and Leadership: demonstrate an understanding of factors that influence social action related to Indigenous peoples, analysing various strategies and initiatives to raise awareness of Indigenous realities and comparing the Canadian context with other national contexts.
E. THE GLOBAL CONTEXT OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
E1. Global Trends and Indigenous Peoples
By the end of this course, students will:
E1.1 compare and contrast socio-political responses in Canada and in some other countries to current global trends relating to
the rights of Indigenous peoples with respect
to land, water, air quality, and food (e.g., with reference to the patenting of seeds and indigenous foods; contamination of water and food sources; the loss, misuse, or reduction of Crown lands; the environmental impact of water diversion; the dis- placement of communities by mining development; the destruction of forestry habitat; the recognition and protection of sacred sites; economic autonomy in resource development; representation in environ- mental and food policy development; encouragement to grow commercial crops rather than food for local consumption)
Sample questions: “Why is food security important to Indigenous peoples? How does the issue affect Northern communities in particular?
What are some similarities and differences in the approaches that different countries are taking to ensuring food security for Indigenous communities?” “Why do many Indigenous peoples consider the impact of Canadian free trade agreements on developing countries and Indigenous populations to be negative? How does this affect relations between First Nations, Métis, and Inuit communities and the Canadian state?” “What is a clean growth economy?
How can First Nations, Métis, and Inuit com- munities contribute to the goals of a clean growth economy? How does this compare
with Indigenous involvement in green eco- nomic movements in other countries?”
E1.2 compare and contrast Canadian socio-political responses to current global trends related to the revitalization and/or continuity of Indigenous languages and cultures with responses in some other countries (e.g., with reference to insufficient media in the Indigenous language; lack of official language status; external pressures such as global- ization; the language nest movement; bilingual schooling; language engineering to incorporate contemporary concepts into Indigenous languages; locally developed cultural curricula; documentation and preservation activities; educational tours to Indigenous communities around the world; virtual cultural field trips and cultural exchange programs)
Sample questions: “How might Canada adapt and implement international innovations in language revitalization? For example, how could the Mãori language nest movement be duplicated in Canada?” “How might Indigenous and non-Indigenous teachers play a role in helping Indigenous and non-Indigenous communities to share cultural information
and cultural practices?”
E1.3 compareandcontrastCanadiansocio-political responses to current global trends related to social justice for Indigenous peoples with responses in some other countries (e.g., with reference to the interpretation and implementation of the United Nations Declaration on the Rights
of Indigenous Peoples; nation-to-nation protocols and measures for conflict resolution between the state and Indigenous peoples; government apologies and/or reparations for past injustices; the right of
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