Page 283 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

in Bone v. Sioux Valley Indian Band No. 290 Council with respect to inherent rights to practices, customs, and traditions?”
D4. The International Context
By the end of this course, students will:
D4.1 explain how some factors that affect the self- determination, sovereignty, and self-governance of Indigenous peoples in Canada also affect Indigenous peoples in other parts of the world (e.g., with reference to human rights, environmental protection, collective security, boundary disputes, trade and tariff barriers, international support for the rights of Indigenous peoples)
Sample questions: “What are some ways in which environmental laws – or the lack of such laws – have affected Indigenous peoples in different parts of the world? What parallels can you find between this impact and the experience of First Nations, Métis, and/or Inuit communities in Canada?”
D4.2 assess the strengths and weaknesses of international agreements aimed at protecting various categories of rights and freedoms that are of importance to Indigenous peoples in Canada and around the world (e.g., declarations/ agreements relating to women’s rights, the rights of children and youth, religious rights, education rights; the United Nations Declaration on the Rights of Indigenous Peoples)
Sample questions: “What are some key inter- national agreements intended to protect rights that are of importance to Indigenous peoples? Which countries and Indigenous communities were involved in establishing these agreements?” “What are some circumstances that can limit the effectiveness with which international agreements can protect the fundamental rights and freedoms of Indigenous peoples around the world?” “How effective do you think the UN Declaration on the Rights of Indigenous Peoples has been, both in Canada and inter- nationally? Do you think it could play a role
in shaping the future relationship between the Crown and Métis in Canada? Why, or why not?”
D4.3 describe some ways in which Indigenous individuals and organizations in Canada have engaged in national and international forums and with non-governmental and/or intergovernmental organizations to forward political and legal issues (e.g., with reference
to the UN, the Institute on Governance, Amnesty International, Human Rights Watch, the Inuit Circumpolar Council)
Sample questions: “What role does the UN play in supporting or strengthening the pursuit of sovereignty and self-governance initiatives of Indigenous peoples in Canada?” “What might be some benefits of Indigenous individuals and/or organizations in Canada aligning themselves with Indigenous organizations globally?”
D4.4 analyse the impact of technological advances on Indigenous peoples in Canada and around the world (e.g., with reference to information and communications technology; technologies relating to resource exploration and extraction, surveillance, medical science, trade and finance, transportation)
Sample questions: “How do advances in com- munications technology enable governments
to monitor the activities of individuals and groups? What impact can such monitoring have on Indigenous peoples?” “In what ways can advances in information and communications technology support cooperation and knowledge sharing between Indigenous communities and advocacy groups on a global scale?” “What is the relationship between Indigenous knowledge systems and Western and/or Eastern approaches to medicine? In what ways are developments
in Western medical science compatible with traditional knowledge? In what ways are they incompatible? What is the significance of this relationship for Indigenous peoples?” “How might technology enhance economic/financial progress in Indigenous communities in Canada and in other countries around the world? How might technology hinder economic progress
in these communities or endanger traditional ways of life?”
D4.5 describe some ways in which peoples around the world have used traditional Indigenous knowledge to address governance issues (e.g., with reference to planning for future generations, protecting the environment, problem solving, strategic planning), and compare these approaches with those of First Nations, Métis, and/or Inuit leaders in Canada
Sample questions: “How is traditional Indigenous knowledge being used to address critical global issues such as climate change, water security, and food security?” “Who are some of the leaders in the area of Indigenous law and self-determination for Indigenous peoples, in Canada and globally? In what ways do their ideas reflect traditional Indigenous knowledge?”
SELF-DETERMINATION, SOVEREIGNTY, AND SELF-GOVERNANCE
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First Nations, Métis, and Inuit
Governance in Canada
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