Page 253 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

judge if your work appropriately represents and is culturally responsive to the Indigenous peoples you are studying?”
A2.3 apply the concepts of political thinking when analysing current events relating to Indigenous peoples globally (e.g., the release of new data on Indigenous mortality rates; a consul- tative political process on an issue that affects Indigenous peoples nationally or internationally; the decision of a public institution or government to offer an apology for past injustices towards Indigenous communities, peoples, and/or nations) in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “What different political perspectives are national political parties taking on this land claim? How long have these per- spectives been evident, and why is that significant for current developments in this process?” “What current events reflect the impact of the 2016 Supreme Court ruling in Daniels v. Canada that Métis and non-status Indians in Canada are ‘Indians’ under section 91(24) of the Constitution Act? What is the political significance of the ruling?” “What is the political significance of the New Zealand government recognizing the Whanganui River as a person, with the same rights as a human being?” “The traditional lands of Ngäbe-Buglé people are located in
the Costa Rica–Panama border region. Which concepts of political thinking help you under- stand the implications of the drive to register Ngäbe-Buglé individuals as legal residents of one state or the other? What are the objectives and results of this effort?” “What factors are involved in negotiations over the return by Australian museums of remains taken from Ainu burial sites without permission? In what ways do the political perspectives of Ainu, Japanese, and Australian stakeholders differ? How do you account for these differences?”
A2.4 identify various careers in the private and public sectors in which a background in global Indigenous perspectives and realities might be an asset (e.g., educator, community development officer, media correspondent or journalist, lobbyist for a non-governmental organization, lawyer, mediator, researcher, policy analyst, politician, environmental consultant, artist, community and/or youth outreach worker, health care professional, investor), and compare the education and/or training pathways for selected careers
Sample questions: “What lessons have you learned in this course, and what skills have you developed, that would be useful in a journalism career? How might you apply them? How are Indigenous journalists changing the news narrative in Canada?” “Considering the job market of the future in Canada, why might understanding First Nations, Métis, and Inuit governance, histories, and contemporary realities be necessary for a successful career? In what specific ways do you think employment in education, justice, and health care will change?” “How might Indigenous principles inform investment decisions? In which careers is
this relevant?”
POLITICAL INQUIRY AND SKILL DEVELOPMENT
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Contemporary Indigenous Issues and
NDW4M
Perspectives in a Global Context