Page 228 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
D1. Reclaiming Traditional Beliefs, Values, and Customs: demonstrate an understanding of how individuals, families, institutions, and communities are reclaiming a place for First Nations, Métis, and Inuit beliefs, values, and customs in contemporary life;
D2. Truth, Reconciliation, and Renewal: demonstrate an understanding of how building recognition and respect for First Nations, Métis, and Inuit knowledge, world views, and aspirations contributes to truth, reconciliation, and renewed nation-to-nation relationships;
D3. Aspirations and Social Action: demonstrate an understanding of how key First Nations, Métis, and Inuit aspirations for communities, for Canada, and for global society reflect traditional and contemporary beliefs and values, and analyse the role of social action in supporting those goals.
D. RECLAMATION AND RECONCILIATION
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
D1. Reclaiming Traditional Beliefs, Values, and Customs
By the end of this course, students will:
D1.1 explain the purpose and function of several different individual roles associated with First Nations, Métis, and Inuit beliefs, values, and customs (e.g., oshkaabewisag are messengers or assistants who oversee communication with a council and help enforce council decisions; Senators share traditions and ways of life to keep Métis culture alive; Inuit midwives perform the tuqurausiq naming practice that links a newborn Inuk to a relative or deceased family friend), and analyse the impact of a variety of strategies to ensure the continued importance of these roles in the com- munity (e.g., with reference to hosting community
circles and conferences for Elders and knowledge keepers to share teachings with community members; developing and supporting traditional healing programs; making and archiving recordings of Elders sharing stories, knowledge, and experience; including cultural protocols and practices in community governance)
Sample questions: “What distinctive roles do First Nations, Métis, and Inuit women have within the family, in governance structures, and in ceremonies? What strategies are First Nations, Métis, and Inuit women using to reclaim these roles? What are some results of these efforts?” “What value is added to strategic planning meetings between First Nations,
Métis, or Inuit groups and non-Indigenous groups when Elders and/or knowledge keepers participate?”
D1.2 analyse several different strategies to integrate traditional knowledge and customs into contemporary life for First Nations, Métis, and Inuit individuals and communities to identify benefits and challenges related to these efforts (e.g., benefits: providing some community schools and offices with the opportunity to offer cultural leave enables Indigenous youth and adults to maintain their cultural identity by participating in traditional customs; supporting the use of traditional medicines, knowledge, and health practices as part of a comprehensive approach to health care for urban Indigenous individuals can improve physical and psychological well-being; challenges: individuals who seek cultural knowledge or wish to learn
a language based on their ancestry may have insufficient access to relevant programming; mainstream institutions may find it difficult to accommodate cultural leave related to seasonal activities; traditional hunting practices may conflict with non-Indigenous approaches to animal rights and/or animal husbandry)
Sample questions: “What benefits does the ‘goose break’ continue to have for Cree com- munities in northern Quebec and Ontario?” “What are some benefits and challenges related to providing Indigenous liaison roles in hospi- tals to support health and wellness practices?” “How does Alethea Arnaquq-Baril’s film
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