Page 244 - 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
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record with respect to traditional territories; land claim settlements require a reconciliation of stake- holders’ competing values and aspirations; the Constitution Act, 1982, enshrines some Aboriginal rights, such as hunting and fishing rights, within law)
Sample questions: “How does Canadian federal law use the concept of ‘Aboriginal title’ when defining inherent right to land or territory? What is the relationship between Crown land and land with Aboriginal title? Why is this relevant for nation-to-nation relationships?” “Who are the stakeholders in land claims? Why do you think that land claim settlements often become prominent media stories? What kind
of information does a media release about a land claim settlement typically contain?”
D3. Aspirations and Social Action
By the end of this course, students will:
D3.1 identify and describe some 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: building relationships between municipalities and First Nations com- munities; ensuring access to adequate housing, health, and education services; preservation of Indigenous ways of life, including harvesting rights; for Canada: protection of traditional
lands and water; reconciliation and renewed nation-to-nation relationships; an equal voice
for First Nations, Métis, and Inuit communities
in social and political decision making; for global society: respect for Indigenous human rights around the world, environmentally responsible practices), and make inferences about how these aspirations reflect both traditional and contemporary values
Sample questions: “What are some shared aspirations of Indigenous youth in communities across Canada? What values do you think
motivate these goals?” “What are some risks associated with contaminated water in First Nations communities across Canada? How
are First Nations women addressing this issue, and how do their actions reflect both traditional values and social change?” “What kinds of resources do remote communities need to
meet their common aspirations? Why might a community lack these resources?” “How have oil and gas pipelines changed the relationship between land and people? How has the presence of pipelines on traditional First Nations and Inuit territories affected community aspirations?”
D3.2 interpret and explain the goals of several different social initiatives to support First Nations, Métis, and Inuit aspirations (e.g., Indigenous patient navigators provide support and advocacy for patients and their families by coordinating culturally responsive services; job training and entrepreneurship programs for First Nations, Métis, and Inuit youth provide work experience and information about career options and opportunities), identifying some achievements and continuing challenges
Sample questions: “Why do you think a summer career placement program was designed specifically for Métis youth in Ontario? What successes has the program had?” “What unique supports do urban Indigenous health centres offer to Indigenous families? What challenges do urban Indigenous communities still face with respect to ensuring culturally responsive local health services? How might these challenges be addressed?”