Page 281 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

develop the Ring of Fire viewed as a hallmark for new relationships between the government and First Nations?” “Why are harvesting rights a significant aspect of agreements and protocols for the Métis Nation? In what ways did the 2008 Métis Nation Protocol with the federal government address Métis harvesting rights and other Indigenous land-based rights?” “How are the hunting and fishing rights of a Nunavut resident different from the rights of a beneficiary of the Nunavut Land Claims Agreement?”
D1.3 analyse different types of land-based disputes that have existed and/or continue to exist between First Nations, Métis, and Inuit communities and federal, provincial, and/or territorial governments (e.g., disputes over treaty violations, boundaries, access to resources, trade barriers) and various methods that have been used to try to resolve them (e.g., peaceful protests, armed stand-offs, blockades, mediation, arbitration, lobbying, negotiation, sanctions, court challenges)
Sample questions: “How do First Nations, Métis, or Inuit communities lay claim to traditional territories that may currently be occupied or in the possession of others?” “What are some land-based disputes that have resulted in armed stand-offs? What did such actions accomplish? Do you think they were justified? Why, or why not?” “What promises were made to the Métis in the Manitoba Act, 1870? What action did the Manitoba Métis Federation (MMF) take in 1981 in pursuit of its land claim arising from this act? What was the significance of the Native Council of Canada joining with the MMF in this dispute?”
D1.4 assess the strengths and weaknesses of current laws and agreements in terms of their ability to protect the rights of First Nations, Métis, and Inuit individuals and communities in the face of human activities that affect the natural environment (e.g., hydroelectric dams, pipelines, highways, resource extraction and processing, production of greenhouse gases)
Sample questions: “Why is the government’s ‘duty to consult’ important with respect to natural resource development in Canada?” “Why have some First Nations communities had long-term advisories to boil their drinking water? What does this situation reveal about the adequacy of laws protecting drinking water?” “Do you think that plans to expand pipelines adequately protect the land, including tradi- tional Indigenous lands? Why, or why not?” “How is climate change affecting the lives
of Inuit in Canada? Do you think current laws/agreements adequately address this issue? Why, or why not?”
D2. Principles of Sovereignty and Self-Governance
By the end of this course, students will:
D2.1 describe some precontact systems of self- governance among First Nations and various traditional teachings and protocols regarding self-governance and leadership in First Nations and Inuit cultures (e.g., differences between different First Nations societies and/or between First Nations and Inuit societies; differences between patrilineal and matrilineal societies)
Sample questions: “How did a traditional
clan system of governance function?” “How did a patrilineal society such as that of the Anishinaabek Nation differ from a matrilineal society such as that of the Haudenosaunee in terms of its governance traditions and teachings?” “What are the traditional Inuit teachings about government and leadership?”
D2.2 describe the main principles of Indigenous sovereignty, self-governance, law, and leadership (e.g., transparency, responsiveness, effectiveness, efficiency, accountability, mutual recognition, mutual respect, mutual responsibility, sharing), and explain how they are grounded in the values and traditions of First Nations, Métis, and Inuit societies (e.g., values relating to land use and environmental stewardship; traditions such as respect for the role of Elders, for the autonomy of all Indigenous nations/communities, for consensus as a tool for collective survival)
Sample questions: “Why do Indigenous peoples have an inherent right to self-government?” “In what ways does the Nisga’a Final Agreement embody some of the principles of Indigenous self-governance? What values or traditions does it reflect? In what ways might it provide a model for self-governing nations that want to embed traditional governance into their agreements?” “How does the structure of Inuit Tapiriit Kanatami reflect its approach to governance?” “What beliefs and values are embedded in the Métis Nation of Ontario’s Statement of Prime Purpose?”
D2.3 describe the legal significance of particular rights sought by advocates of Indigenous sovereignty and self-governance (e.g., the right to identify as nations, including the right to determine membership/citizenship and forms of government; the right to self-determination for each nation, including the right to define a political agenda and to develop economic, cultural, and social opportunities)
SELF-DETERMINATION, SOVEREIGNTY, AND SELF-GOVERNANCE
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First Nations, Métis, and Inuit
Governance in Canada
NDG4M