Page 236 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Nunavut government’s approach to keeping communities safe from polar bears reflect shared Indigenous and non-Indigenous beliefs and knowledge about animal conservation?”
B2. First Nations, Métis, and Inuit World Views
By the end of this course, students will:
B2.1 identify some common elements of First Nations, Métis, and Inuit beliefs and customs (e.g., beliefs: about creation, inheritance, marriage, animals, the human relationship with the natural world, two-spiritedness; customs: birthing and naming practices, acknowledging traditional lands, smudging, traditional uses of plants and animals, community gift giving, storytelling, healing circles, ceremonial songs and dances), and explain how they reflect a world view (e.g., healing circles uphold a non-hierarchical world view that emphasizes respect and equality by giving everyone an equal chance to speak; stories that warn about greed reflect a world view in which current decisions and actions take future generations into account)
Sample questions: “Where do warnings about greed appear in First Nations, Métis, and Inuit stories? What are some connections between this theme and beliefs about the environment and planning for future generations?” “What are some traditional uses of plants and animals in First Nations, Métis, and Inuit communities? Although these uses vary across Canada, what do they have in common? What beliefs do these traditional uses demonstrate?” “How does the Métis story of the giving tree reflect community values? What examples of similar values can you find in other Indigenous cultures?” “What role has music historically played in a Métis world view? In which other Indigenous cultures does music have a similar role?” “What common belief about the relationship between humans, animals, and nature does the Dene story of Caribou Boy illustrate?”
B2.2 make and explain inferences about how the use of First Nations, Métis, and Inuit languages sustains cultural values and identities (e.g., songs in Indigenous languages express the sacred relationship between the people and the land; when some First Nations and Métis individuals introduce themselves in an Indigenous language they affirm their spiritual and collective identity by acknowledging their spirit name along with their clan, community, and nation)
Sample questions: “Why do many First Nations, Métis, and Inuit consider it imperative to revitalize Indigenous languages?” “What kind
of information do individuals provide when referring to their ancestral or spiritual name, clan, community, and nation? How does this practice support cultural values and cultural identity?”
B2.3 describe and compare the roles of several different significant figures associated with First Nations, Métis, and Inuit belief systems (e.g., with reference to Grandmother Moon and Grandfather Sun; the Windigo in Anishinaabe tradition and the Rougarou in Métis culture; Sky Woman in Haudenosaunee tradition and Raven in the Haida creation story; Nuliajuk in Inuit stories and Kumugwe in Kwakwaka’wakw tradition)
Sample questions: “What is the role of the Windigo, and which culture is this figure associated with? How is the Windigo similar
to or different from Nanabush, Nanbozho, Coyote, and the Weetigo in other First Nations communities?” “What connections can you make between the Métis story of the Rougarou and the figure of Windigo? What do these connections suggest about the nature of story- telling?” “What do Grandmother Moon and Grandfather Sun convey about First Nations relationships with the Earth? What similar things do they teach their community members? How do they differ?” “How does the figure of Akhlut in Inuit stories connect land and sea?
In your opinion, what is the purpose of such
a figure? What similar figure from another Indigenous culture can you identity?” “What do Métis stories about Ti-Jean teach about values? What figure might you compare Ti-Jean to?”
B2.4 identify several different locations that are significant in the world views of various First Nations, Métis, and Inuit communities, and explain the beliefs and/or values that have been and continue to be associated with those sites (e.g., members of the Hiawatha First Nation believe that the Serpent Mounds at Rice Lake play a role in directing the spirits of the dead; Inuit shamans of Nunatsiavut [Labrador] used to travel to the Torngat Mountains to communicate with the spirit world, and community members still go to these mountains to find a sense of self)
Sample questions: “Why are youth from the Métis Nation of Ontario retracing the portages of their ancestors? What is the significance of waterways within a Métis world view? What values does this contemporary use of waterways express?” “How is storytelling being used by First Story Toronto? What does this urban-based storytelling tell us about the ways in which land resources were used historically? What beliefs are associated with the site of what is now the city of Toronto?” “What is the significance of
234