Page 264 - 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
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Indigenous youth understand the provisions of the UN Declaration on the Rights of Indigenous Peoples and advocate for their rights?”
D4.3 analyse the approaches of Indigenous leaders to developing community capacity for sustain- able self-governance in terms of their use of the two-eyed seeing model (e.g., with reference to maintaining and protecting community laws; sharing power and authority; decision-making processes; roles, responsibilities, and mutual accountability; respecting customary laws and
the authority of Elders; training and mentoring youth in governance skills; empowering Indigenous women to enhance their leadership and advocacy skills; integrating Indigenous knowledge and customs into governance, including ceremonies, traditional language, stories, songs, dances, art, dress)
Sample questions: “In what ways are Indigenous leaders using contemporary leadership and management skills to revitalize traditional world views? How might non-Indigenous leaders benefit from incorporating Indigenous leadership approaches and values into their organizational cultures?” “What strategies did Chief Deskaheh of the Cayuga Nation use to defend traditional leadership and governance systems in 1923? What were the results of his efforts? How does this relate to current self- governance efforts?” “What are some potential challenges to the use of the two-eyed seeing model in governance and decision making?”
D4.4 analyse the approaches of Indigenous leaders to global environmental protection in terms of their use of the two-eyed seeing model (e.g., with reference to planning for future generations; promoting a global approach to environmental concerns, including joining world leaders and environmental advocates at multinational summits; protecting and preserving biodiversity and sacred natural sites; elevating the voices of Indigenous women and youth as environmental advocates, defenders, and caretakers; supporting initiatives
to promote environmental justice, such as the Indigenous Leadership Initiative in Canada and the Working on Country program in Australia)
Sample questions: “How have Indigenous knowledge systems contributed to Western scientific understanding of ecosystem stresses and to related political decision making?” “How can the two-eyed seeing framework
and seven generations teachings help improve environmental and other policies?” “How do the issues addressed in the 2008 UN report Climate Change and Indigenous Peoples continue to affect Indigenous communities around
the world? How have Indigenous leaders responded?” “What strategies are Indigenous youth using to share ideas about how to address the consequences of climate change?”