Page 255 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

discrimination against the Ainu? What current social factors help or obstruct efforts to keep Ainu culture and traditions alive?”
B1.3 compare the sociocultural/socio-political practices of Indigenous peoples in several different regions of the world to identify similarities and differences in the world views that these practices reflect and express (e.g., with reference to the transmission of cultural heritage, social relations and observances, economic organization and practices, political structures and governance approaches, relationships with the environment, approaches to health and wellness)
Sample questions: “What are some similarities and differences between Mãori health practices in Aotearoa (New Zealand) and Polynesian health practices in Hawai’i? What do you think these similarities and differences reveal about the world views of these peoples? In what ways do you think colonial experiences have shaped the differences?” “How do the political structures of the Indigenous peoples of mainland Australia compare with those of Torres Strait Islanders? What connections can you make between these approaches to governance and world view?”
B2. Connections to the Land
By the end of this course, students will:
B2.1 analyse the impact on Indigenous peoples of physical changes to and/or displacement from traditional lands, assessing the causes of change and the results of some contemporary efforts to address the consequences (e.g., with reference to the threat to the traditional religious practice of rain making posed by drought in Zimbabwe and Tanzania; the depletion of wild plant foods and materials used by the Baka people, caused by deforestation in Cameroon; the destruction of songlines in Australia; the relocation of the San people in southern Africa; successive removals
of the Lenape people in the United States; the forced displacement of Indigenous peoples due to development of the Bakun Dam in Malaysia; the eviction of Indigenous communities across the United States to make room for national parks in the name of conservation)
Sample questions: “How have government policies and land development practices affected the rights and the daily life of the Ati people
of Boracay Island in the Philippines?” “What effects did the relocation of the San people, or Bushmen, of southern Africa have on their way of life? How have the Bushmen responded?” “Why was Uluru, a well-known natural land- mark in Australia, returned to the Pitjantjatjara
Anangu?” “The United Nations Educational, Scientific and Cultural Organization (UNESCO) is working with Indigenous organizations and individuals, especially traditional knowledge keepers, to counter the view that water is simply a commodity. What is the motivation for this initiative?” “How has climate change affected the land-based spiritual practices of Indigenous peoples across Africa?” “In what ways are the issues that Indigenous peoples face with respect to land remarkably similar in all Commonwealth states? How does a comparative analysis of state Indigenous policies explain these similarities?”
B2.2 explain the significance of Indigenous perspectives and practices for land stewardship and resource management in a global context (e.g., with reference to the protection of species habitats, forest management systems, the extraction of natural resources, the granting of personhood to bodies of water, strategies to address climate change), identifying and describing some contemporary efforts to acknowledge these perspectives and follow these practices
Sample questions: “What are some ways in which resource managers around the world are attempting to incorporate Indigenous ecological knowledge into public land and resource management? What is their motivation?” “How can governments protect lands and waterways that have spiritual and cultural significance to Indigenous peoples? Why is it important to
do so? How can conservationists support these initiatives?” “How did the principles laid out in the 1994 report of the Clayoquot Sound Scientific Panel reflect Indigenous world views? In what ways are these principles relevant to international standards for sustainable forest practices?”
“In what ways does Indigenous land use
clash with the philosophy that underwrites conservation practices? How do Indigenous land management practices differ from conservation approaches? What attempts
are being made to reconcile these views?”
B3. Indigenous Knowledge and Oral Traditions
By the end of this course, students will:
B3.1 analyse the role of storytelling and storywork in the transmission of Indigenous knowledge, values, and identity, drawing on evidence from a variety of cultures to support their conclusions (e.g., with reference to providing guidance about community roles, core values, and ways to maintain stability and balance; transmitting cultural protocols; educating individuals about their place in the world and the interconnection of past, present, and future;
INDIGENOUS PEOPLES AND PERSPECTIVES
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Perspectives in a Global Context
Contemporary Indigenous Issues and
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