Page 230 - 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
apology had for residential school survivors?” “How does the tripartite memorandum of understanding between the Métis Nation of Ontario, the government of Canada, and the province of Ontario advance self-governance and reconciliation?”
D2.4 analyse the impact on both Indigenous
and non-Indigenous individuals in Canada of various judicial/legal actions intended to affirm truth, reconciliation, and renewal regarding Aboriginal title, treaty rights, and nation-to- nation relationships (e.g., court actions to protect Aboriginal fishing rights substantiate treaty obligations in law; the Canadian Charter of Rights and Freedoms precludes the use of the charter to diminish existing Aboriginal rights; the Nunavut Land Claims Agreement is dedicated to achieving Inuit social, cultural, and economic well-being through its implementation)
Sample questions: “How do cases such as Mikisew Cree First Nation v. Canada, 2005,
build understanding and acceptance of First Nations rights related to treaty relationships and traditional land use? In your opinion, how has the case affected public perceptions of these values? How might this case affect land claims in Ontario?” “How did Delgamuukw v. British Columbia, 1997, change the way oral history is viewed in terms of historical evidence about Aboriginal title?” “What are some implications of the Nunavut Land Claims Agreement for reconciliation? Do you think the agreement supports a nation-to-nation relationship? Why, or why not?” “How does section 35 of the Constitution Act, 1982, set the stage for advancing reconciliation between First Nations, Métis, and Inuit individuals and communities and Canadian society?”
D3. Aspirations and Social Action
By the end of this course, students will:
D3.1 analyse a variety of aspirations that First
Nations, Métis, and Inuit individuals and organizations characterize as important for communities, for Canada, and for global society (e.g., for communities: truth telling and healing, educational autonomy, economic prosperity, access to clean water; for Canada: reconciliation and justice, the sustainable use of natural resources, the inclusion of Indigenous peoples as equal partners in social and political decision making; for global society: respect for the rights of Indigenous peoples around the world; recognition for the distinct iden- tities of Indigenous communities; global planning for seven generations; the establishment of advisory committees to inform programming on issues
related to Indigenous peoples, such as sovereignty/ self-governance and self-determination) in terms of how these aspirations reflect Indigenous knowledge and world views and promote renewed relationships
Sample questions: “In what ways are govern- ments and Inuit community-based organizations working together to support the aspiration of improved access to mental health services? How do these efforts reflect Inuit values?” “How do the calls to action expressed in the Final Report of the Truth and Reconciliation Commission of Canada reflect First Nations, Métis, and Inuit aspirations and world views? What are some specific ways in which the report encourages renewed relationships based on mutual understanding and respect?” “How are the environmental aspirations of Indigenous peoples in Canada and in other countries similar? How do they reflect Indigenous knowledge and world views? What benefits might there
be in considering these perspectives in efforts to address climate change?”
D3.2 interpret and explain the goals of a variety of social initiatives to support First Nations, Métis, and Inuit aspirations (e.g., with reference to Shannen’s Dream campaign for equitable funding and culturally based education for First Nations children and youth; programs, resources, and funding offered through Indspire to First Nations, Métis, and Inuit individuals; Ontario Arts Council awards and fellowships for emerging and established First Nations, Métis, and Inuit artists; scholarships, bursaries, and financial literacy resources provided by banking institutions; entrepreneurship programs for Indigenous women), and analyse their achievements and continuing challenges
Sample questions: “What are the goals of this partnership between a health network and an urban Indigenous community? What obstacles and supports has the partnership experienced? Has the partnership achieved its goals? What evidence can you offer?” “What challenges do First Nations, Métis, and Inuit communities still face with respect to mental health crisis management? How might these challenges be better addressed?” “What specific resources and funding are available to Indigenous youth and women to start a business?” “What programs has the Métis Nation of Ontario developed in order to address Métis aspirations with respect to academic and skills development? What are some of their achievements?” “How are colleges and universities re-examining the ways in which they are delivering education to Indigenous students in response to the calls to action of
the Truth and Reconciliation Commission of Canada?”
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