Page 258 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 12, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Plurilingualism Unit, or UPIIP, was established in Bolivia in 2006 to decolonize education and promote Indigenous languages. In what ways did this policy shift affect Indigenous cultural survival? How did it reform language education? What successes has the UPIIP had, and what challenges persist?”
C1.3 evaluate a variety of ways in which contem- porary communications and information technologies, including social media, support or challenge the cultural survival of Indigenous communities (e.g., social media enable diverse Indigenous families and communities to share knowledge and offer mutual support but may also introduce ideas and values that are incompatible with cultural continuity; mobile apps can be used to deliver health education to Indigenous youth, improving health outcomes and reducing social inequity; virtual reality technology can educate people about sacred sites without disturbing the locations; although online platforms can facilitate voting in band council elections, many remote reserves do not have reliable connectivity)
Sample questions: “What examples can you find of mobile and web-based applications being used to reduce health inequities between Indigenous and non-Indigenous young people in Australia? How are these initiatives connected to cultural survival?” “How can social media support the transmission of knowledge about Indigenous cultures, perspectives, and experi- ences? In what ways do social media challenge cultural survival?” “What are some benefits
of using virtual reality technology to portray the sacred site of Uluru in Australia?” “How is technology affecting access to financial institutions and services for Indigenous communities?”
C2. Human Rights, Social Justice, and Cultural Survival
By the end of this course, students will:
C2.1 describe key human rights challenges faced by Indigenous peoples around the world (e.g., loss of ancestral land, including through forcible removal and relocation; inadequate access to resources/services such as traditional food, clean water, and sanitation; use and/or degradation
of natural resources on Indigenous territories; inadequate housing; vulnerability to poverty; lower levels of literacy; limited access to health services; forced assimilation; lack of self-determination; lack of government support for Indigenous laws and traditions; inadequate protection of cultural and intellectual property such as environmental knowledge; violence against community members
who attempt to defend Indigenous rights; loss of language and/or culture), and explain some connections between human rights, living conditions, and way of life
Sample questions: “What universal rights do Indigenous peoples share with other popula- tions?” “What are some ways in which Indigenous peoples have either faced systemic discrimination or been at a cultural, social, and/or economic disadvantage relative to other populations in the same regions?” “What connection can you make between the right
to adequate housing and Indigenous rights
to land?” “In what ways do articles 25 to 32 of the United Nations Declaration on the Rights
of Indigenous Peoples support the right of Indigenous peoples to own and develop their land and resources? How is this issue related
to living conditions and/or way of life?” “What can be done to reduce high energy and food costs in remote communities? How is this a human rights issue?”
C2.2 analyse key global developments related to social justice for Indigenous peoples to determine their connection to human rights and cultural survival (e.g., with reference to national govern- ments’ interpretations of the United Nations Declaration on the Rights of Indigenous Peoples, 2007; nation-to-nation protocols and measures for conflict resolution between states and Indigenous peoples; the effects of apologies, truth and recon- ciliation initiatives, reparations, and recognition of past injustices; efforts to ensure that Indigenous communities have clean water, medical services, and humanitarian relief; the establishment of educational systems that accommodate language rights and support the preservation of Indigenous cultures)
Sample questions: “Which countries can you name that have undertaken truth-seeking and reconciliation efforts regarding their Indigenous populations? What common purpose and processes do these initiatives share? What
are some differences?” “In what ways can a dominant culture affect the cultural survival of an Indigenous society? Why is this a social justice issue? Why is it a human rights issue?”
C2.3 analyse the role of Indigenous women and children in cultural survival, identifying various factors that necessitate the legal protection of their human rights (e.g., with reference to the transmission of social, economic, and cultural values to future generations; the struggle for Indigenous women’s rights in countries such as Guatemala; gender-based discrimination, exploita- tion, and violence against Indigenous women and girls; the forced displacement of women and children;
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