Page 95 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

B. PRIOR TO 1500 OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Social, Economic, and Political Context: analyse some key political alliances as well as key aspects of social and economic life among some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada (FOCUS ON: Continuity and Change; Historical Perspective)
B2. Communities, Conflict, and Cooperation: demonstrate an understanding of some key interactions and settlement patterns of major First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada (FOCUS ON: Historical Significance; Cause and Consequence)
B3. Identities, Cultures, and Self-Determination: analyse how various factors contributed to the identities, well-being, and heritage of some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies
in the territories that would become Canada (FOCUS ON: Historical Significance; Historical Perspective)
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Continuity and Change; Historical Perspective*
By the end of this course, students will:
B1.1 compare aspects of the way of life in some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America (e.g., with reference to hunting, gathering, and agricultural societies; seasonal rhythms; gender constructs and roles; family life and childrearing; housing; spiritual beliefs; health and medicine; law and justice; values relating to wealth/prosperity and/or land and land ownership; knowledge transfer and education; community life; craft skills and production; practices related to birth, marriage, and death)
Sample questions: “What are some ways in which First Nations or Inuit in different regions differed from each other with respect to food production and diet? What factors account for these differences?” “What natural resources were available to peoples in these regions? How did these resources influence the types of material goods they produced?” “Why might the craft skills of various peoples differ?” “What were some differences in the housing of Plains,
Eastern Woodlands, and Northwest Coast
First Nations?” “What are some ways in which geography and climate shaped the lives of First Nations and Inuit and their relationship to the environment?” “What is the Seventh Generation Principle? What are some ways in which First Nations tried to sustain natural resources for the benefit of these future generations?”
B1.2 analyse key issues, trends, and/or develop- ments in the economies of some First Nations and Inuit societies prior to 1500 in what would be called North America (e.g., in relation to food sustainability and security; access to trade routes and types of items traded; gift giving to redistribute wealth; divisions of labour; implementation of peace and friendship protocols when war threatened trade relations; the economic impact of alliances and confederacies; the use of land and natural resources)
Sample questions: “What types of materials/ resources were traded among First Nations prior to sustained contact with Europeans? What nations were major trading partners? What were the most common trade routes? Why?” “What types of trade existed between peoples of the Arctic and the Subarctic?” “How do we know that Inuit traded with First Nations to the south in precontact times?” “What role did gift giving play in the economies of some First Nations?”
PRIOR TO 1500
93
* Throughout this course, the “Focus on” element indicates the concepts of historical thinking that are most significant to the specific expectations in the given sub-strand.
First Nations, Métis, and Inuit in Canada
NAC2O