Page 272 - 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
* The citizenship education framework appears on page 11.
270
communication, numeracy, literacy, decision making, critical thinking) as well as skills related to the citizenship education framework,* including advocacy skills, that can be transferred to postsecondary opportunities, the world of work, and their future lives
A2.2 demonstrate in everyday contexts attributes, skills, and work habits developed through
the study of First Nations, Métis, and Inuit governance and Indigenous law in Canada (e.g., demonstrate attributes related to respect, cooperation, and reciprocity to build positive relationships with individuals or groups from diverse backgrounds; use critical-thinking skills to evaluate the validity of arguments in a docu- mentary; use listening and oral communication skills to engage in informed discussions; apply work habits such as initiative to take action on an issue, or collaboration to work successfully with others in the classroom, workplace, or local community)
A2.3 use the concepts of legal thinking when analysing current events relating to First Nations, Métis, and Inuit governance and Indigenous law in Canada in order to enhance their understanding of these events and their role as informed citizens (e.g., to help them identify competing rights relevant to a land claim and/or treaty rights issue in the news; to help them understand how and why a current event related to the rights of Indigenous people in another part of the world is similar to or different from the situation in Canada; to help them understand
the current demands of a First Nations, Métis, or Inuit advocacy organization)
Sample question: “How might applying the concepts of continuity and change and legal perspective deepen your understanding of the issues around a current land claim dispute?”
A2.4 identify various careers in which a back- ground in First Nations, Métis, and Inuit governance and/or Indigenous law might
be an asset (e.g., business owner, employee of a governmental or non-governmental organization, lawyer, mediator, negotiator, policy analyst, researcher, representative of a provincial or territorial organization), and compare the education and/or training pathways for selected careers
Sample question: “Why might it be useful to have education, training, and experience in Indigenous law and/or First Nations, Métis, and Inuit governance structures when working in the forestry, alternative energy, oil and gas, fisheries, and/or real estate sectors?”