Page 254 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 12, University/College Preparation
B1. Diversity and Identity: demonstrate an understanding of the global diversity of Indigenous peoples and cultures, and of how Indigenous identity and diversity may be defined, affirmed, or denied, distinguishing between the sociocultural practices and world views of a variety of Indigenous peoples;
B2. Connections to the Land: demonstrate an understanding of the significance of the land to Indigenous peoples around the world, analysing the consequences of displacement from traditional territories and the benefits of Indigenous perspectives on resource management;
B3. Indigenous Knowledge and Oral Traditions: demonstrate an understanding of the role of Indigenous knowledge, storytelling, and storywork in fulfilling communal responsibilities, sustaining world views, and protecting cultural heritage.
B. INDIGENOUS PEOPLES AND PERSPECTIVES
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
B1. Diversity and Identity
By the end of this course, students will:
B1.1 analyse ways in which Indigenous identity and diversity may be defined, affirmed, or denied, drawing on evidence from a variety
of cultures to support their conclusions (e.g., with reference to citizenship or membership in an Indigenous community; Indigenous ways of life; rights to traditional territories and natural resources; internationally and legally sanctioned definitions; efforts to increase visibility and representation through non-governmental organizations and/or at international forums)
Sample questions: “Why hasn’t the United
Nations adopted an official definition of Indigenous peoples? What criteria for under- standing the diversity of the world’s Indigenous peoples are outlined in the Indigenous and Tribal Peoples Convention, 1989?” “Why do some Indigenous individuals and communities prefer the term ‘ethnic group’ or ‘nation’ instead of ‘tribe’?” “What terms do the Indigenous peoples of Nepal use to refer to their nationalities? Why is it important for these peoples to be recognized as distinct
in international treaties and conventions?” “Drawing on your knowledge of various ways
in which Indigenous identity been legislated, such as by registered status or blood quantum, do you think that legal definitions support or undermine Indigenous identity? What evidence has influenced your opinion?”
B1.2 identify a range of Indigenous peoples around the world (e.g., Sami in northern Europe; Karen in Thailand; Ma¯ ori in Aotearoa [New Zealand]; Enawene Nawe in Brazil; Madhesi in Nepal;Yurakaré in Bolivia; Inuit in the Arctic regions of Canada, Greenland, and Alaska; Yupik in Alaska and Siberia; Ainu in Japan; Aymara in various regions of South America), and analyse some historical, social, and/or political factors to determine how they have shaped and continue to shape the identities of these diverse populations
Sample questions: “After researching Aymara communities in several countries, do you think there is a cohesive Aymara culture
or several diverse Aymara cultures? What evidence can you give? In what ways has European colonization affected Aymara identity or identities?” “How has the adoption by the Japanese parliament of a resolution to officially recognize Ainu as Indigenous people ‘who have their own language, religion, and culture’ shaped national understanding of historical
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