Page 229 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Angry Inuk help you understand the benefits of the traditional seal hunt and the challenges that Inuit face in continuing the hunt? In what ways do the opinions of Inuit hunters and animal rights activists diverge? Do they have any common ground?” “What are some differences between recreational/sport fishing and fishing under harvesting rights? Why do Indigenous har- vesting rights continue to be important, and what efforts are being made to assert these rights?”
D1.3 analyse a variety of programs and initiatives to reclaim a place for First Nations, Métis, and Inuit beliefs, values, and customs in education in Canada to identify benefits and suggest ways to address challenges related to implementation (e.g., with reference to Elder-in-residence programs at educational institutions; partnerships between arts organizations and local Indigenous artists/ groups, such as the Ontario Arts Council Indigenous Artists in Schools program to offer arts workshops in schools; the inclusion of Indigenous knowledge in environmental studies and science education)
Sample questions: “What are some benefits
and challenges involved in offering Indigenous language programs in place of French as a second language in elementary or secondary schools? How might school boards and communities address the challenges?” “What strategies might postsecondary Indigenous student centres and programs use to support student success and engagement? What barriers remain to student success and how might they be overcome?” “In what ways does the Gabriel Dumont Institute of Native Studies and Applied Research support education and the renewal of Métis culture? What results has it had?” “What sort of educational programming does the Manitobah Mukluks Storyboot School offer? How does this demon- strate an act of cultural revitalization?”
D2. Truth, Reconciliation, and Renewal
By the end of this course, students will:
D2.1 analyse a variety of cultural observances/ events in terms of their contribution to truth, reconciliation, and renewal related to First Nations, Métis, and Inuit traditional knowledge and customs (e.g., the Back to Batoche Festival celebrates and promotes understanding of Métis culture; the Arctic Winter Games build awareness of the values of Inuit and other northern cultures by facilitating social, cultural, and economic exchange among circumpolar communities; First Nations vigils provide opportunities for cooperative organization and shared knowledge building)
Sample questions: “How do seasonal gatherings of communities belonging to the same culture
help families understand traditional knowledge and customs? What other purposes do such gatherings have?” “How does an Indigenous arts festival, such as the ImagineNATIVE Film & Media Arts Festival, help change misconceptions about First Nations, Métis, and Inuit communities and cultures?”
D2.2 analyse a variety of efforts to promote
First Nations, Métis, and Inuit environmental knowledge and perspectives in terms of their contribution to truth, reconciliation, and renewal related to the land (e.g., the 2015 Sacred Water Walk promoted understanding of the connection between people and the land by raising awareness of oil spills and train derailments that have caused harm to the Great Lakes and St Lawrence River; teach-ins hosted by Indigenous movements such
as Idle No More offer grassroots perspectives on environmental protection; environmental scientists who draw on Inuit observations of changes in climate and/or biodiversity in the Arctic raise awareness of the value of Indigenous ecological knowledge), making inferences about the beliefs and values that motivate these actions
Sample questions: “How do Indigenous environmental studies and science programs help postsecondary students prepare for work with Indigenous communities in the field
of environmental protection? What values underlie this work?” “In what ways have Indigenous-led organizations incorporated various ways of knowing into their work on environmental justice and Indigenous rights? How has this contributed to truth, reconciliation, and renewal?”
D2.3 analyse the impact on both Indigenous
and non-Indigenous individuals in Canada
of various government policies and actions intended to affirm truth, reconciliation, and renewal related to decolonization (e.g., the Ipperwash Inquiry brought attention to police negligence and political bias, culminating in the return of disputed territory; the creation of Nunavut facilitated a consensus approach to self-governance, restoring Inuit values and traditions to the political process; Canada’s statement of support for the United Nations Declaration on the Rights of Indigenous Peoples affirms the commitment of the Canadian state to promoting and protecting the rights of Indigenous peoples around the world)
Sample questions: “How has the consensus approach to governance in Nunavut brought attention to Inuit knowledge, world views, and aspirations?” “How has the formal apology by the Canadian federal government to former students of Indian residential schools affected non-Indigenous attitudes towards assimilation and diversity? What consequences has the
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World Views and Aspirations of First Nations,
NBV3C
Métis, and Inuit Communities in Canada