Page 226 - 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
C1.3 analyse the use of political and judicial systems in Canada to enforce colonialist approaches to the ownership, development, and management of land and natural resources (e.g., with reference to the extinguishment of title through the distribution of land scrip to Métis individuals, the forced relocation of Inuit from northern Quebec to the High Arctic, specific and comprehensive land claims, court cases, treaties), suggesting some ways in which these approaches have affected First Nations, Métis, and Inuit communities
Sample questions: “In what ways are current approaches to land management and ownership in Canada related to colonialism and coloniza- tion? What are some consequences for First Nations, Métis, and Inuit communities?” “Why did the issue of an Aboriginal right to fish come before the court in R. v. Sparrow, 1990? How was the case related to colonialist policies, and what did the subsequent ruling confirm?” “In what ways did the Community Pasture Program in Manitoba disregard Métis community knowl- edge and aspirations? What connections can you make to colonialism? How has the program affected life for the Métis people?”
C2. Decolonization, Resilience, and Social Change
By the end of this course, students will:
C2.1 explain the significance for Indigenous and non-Indigenous individuals in Canada of
the key concepts and goals associated with decolonization and resilience in the context
of social change (e.g., societal acceptance of responsibility for the continuing consequences
of colonization enables First Nations, Métis, and Inuit individuals to feel understood and respected; consultations to develop new political and social policies encourage Indigenous community members to participate in societal change; incorporating First Nations, Métis, and Inuit perspectives into contemporary public institutions gives Indigenous
citizens a voice in Canadian society; learning about the goals of decolonization helps both Indigenous and non-Indigenous individuals understand the history of Canada and all its peoples; improving educational attainment supports First Nations, Métis, and Inuit individual and community aspirations and addresses inequality of opportunity; revitalizing Indigenous languages supports individual and collective cultural identity)
Sample questions: “What are some specific ways in which Indigenous and non-Indigenous individuals can address the consequences of
colonization? How do their roles in this effort differ? How are they similar? How do these decolonization efforts affect the lives of both Indigenous and non-Indigenous individuals? Why are these efforts important?” “Why do you think the term ‘resilience’ is used in the context of the legacy of colonization? In what ways does exploring current decolonization efforts by First Nations, Métis, and Inuit individuals and communities enhance your understanding of the impact of colonization and your appreciation of Indigenous resilience?”
C2.2 analyse several different initiatives to raise awareness of the continuing impact of colonialist policies in Canada in terms of the motivations, methods, and results of these efforts (e.g., with reference to processes and consultations with Indigenous governments to address issues related to child welfare, education, justice, economic opportunity and fairness, environmental protec- tion, political representation, health; social media movements and campaigns; public art projects that advocate for social justice; forms of protest and resilience such as teach-ins, fasts, demonstrations, and blockades; legal action)
Sample questions: “What beliefs, values, and aspirations motivated the establishment of the Idle No More movement? How do these motivations influence the actions of the move- ment? What similarities and differences can you identify between grassroots responses
to the movement across Canada and media portrayals of First Nations, Métis, and Inuit realities? How do you explain any differences?” “What legal action did Cindy Blackstock take in order to raise awareness of discrimination against First Nations children in Canada? What was the outcome? Why is support still needed
for change?” “What role did the Truth and Reconciliation Commission of Canada have in giving a voice to First Nations, Métis, and Inuit residential school survivors and their families?” “How did the R v. Powley and R v. Laurin, Lemieux and Lemieux cases raise awareness of the continuing effect of colonialist policy on Métis in Ontario?”
C2.3 analyse several different First Nations, Métis, and Inuit initiatives to assert community control over local economic development and land use in terms of the motivations and methods of different stakeholders involved in these actions (e.g., with reference to road blocks and land occupations, the creation of community development corporations, the inclusion of training and recruitment parameters within economic development agreements)
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