Page 222 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
private ownership, a judicial system based on written common or civil law, marriage laws
and conventions, the provincial and federal administration of education, the practice of taxation), analysing how those beliefs and values may support or conflict with Indigenous world views
Sample questions: “How do First Nations, Métis, and Inuit beliefs about land ownership differ from beliefs about ownership that are supported by the Canadian federal government?” “What framework is the Canadian legal system founded upon? How does this framework differ from Indigenous beliefs about restorative justice? What are some ways in which these differences affect daily life and common aspirations in First Nations, Métis, and Inuit communities?” “What common aspirations in Canadian society are also expressed in the Métis Nation of Ontario Statement of Prime Purpose? In what ways do contemporary economic aspirations in Canada conflict with Métis world views?”
B2. First Nations, Métis, and Inuit World Views
By the end of this course, students will:
B2.1 identify a variety of common elements of First Nations, Métis, and Inuit beliefs and customs (e.g., beliefs: about creation, the stages of life, the sacredness of the land; customs: acknowl- edging traditional lands, smudging and/or kullik lighting, the use of traditional medicines, prayers, sunrise ceremonies, gift giving, ceremonial songs and dances), and analyse the values reflected
in these beliefs and customs (e.g., with reference to environmental protection, intergenerational knowledge transmission, community relationships)
Sample questions: “What are some common ways in which First Nations, Métis, and Inuit individuals give thanks to animals for providing them with sustenance? What values does this custom express?” “What does the concept of
seven generations suggest about planning for the future? Which peoples share this concept?” “What are some ways in which First Nations, Métis, and Inuit individuals celebrate the transition from childhood to adulthood?” “What does the phrase ‘all my relations’ tell
us about Anishinaabe and Cree world views? What other communities share this perspective?” “In what ways do Inuit maligait, or natural laws, govern human interactions with the environment? What values do these laws embody?” “How do Inuit welcome the return of light after a month of winter darkness? What beliefs and values does this custom reflect? What other culture or cultures have a similar custom?”
B2.2 make and explain various connections between First Nations, Métis, and Inuit languages and world views (e.g., Inuit in Canada use the Inuktitut term“Inuit Nunangat”for home- land, referring collectively to land, water, and ice and expressing the centrality of the waters in an Inuit world view, rather than the Greenlandic term “Inuit Nunaat”, referring only to land; Michif is derived from Cree and French but also draws on other First Nations languages, such as Ojibwe, and on English, reflecting the unique cultural heritage and cultural understanding of its speakers; the term“Turtle Island”, which is used by various First Nations to refer to the land known as North America, comes from a creation story and reveals the central role of animals in the spiritual beliefs and world views of many Indigenous cultures), and suggest some ways in which the changing use of these languages affects individual and community identities
Sample questions: “What are some ways in which languages and language use change over time? How does that affect individuals, families, and communities?” “Why do you think various First Nations, Métis, and Inuit belief systems consider language, culture, and identity to be interconnected?” “Why does the Inuktitut term for homeland make no distinction between land, water, and ice? What does this reflect about an Inuit world view?” “What has your research revealed about the origins of the Michif language? How might that shape the world view of its speakers? How does the use of Michif sustain Métis cultural identity?”
B2.3 analyse how a variety of significant figures associated with First Nations, Métis, and Inuit belief systems reflect, express, and/or support aspects of a world view (e.g., Nanabush’s use of storytelling to teach the listener about the nature of existence demonstrates the central role of oral teaching in the Anishinaabe world view; in Inuit culture, the shaman dances, sings, chants, and plays drums to call upon the spirits of the deceased or people in faraway places, reflecting the inter- connection of the human and spirit worlds; Ti-Jean uses his wits to outsmart his opponents and solve problems, illustrating the Métis values of persever- ance and ingenuity), and make inferences about the continuing relevance of these figures in contemporary life
Sample questions: “Why do some First Nations communities consider the eagle a significant symbol? How is the eagle connected to the world views of these communities? What contemporary observances attest to the continuing special bond between the people and the eagle?” “How is the Peacemaker important to Haudenosaunee beliefs about consensus?” “What moral lessons do Métis
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