Page 97 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Ontario?” “What was the role of the Bear clan in Ojibwe societies or the Turtle clan in Haudenosaunee societies? How did the clan support an individual’s place in society and the well-being of the community?”
B3.3 describe beliefs and values of some First Nations and Inuit societies prior to 1500 in what would be called North America, with a particular focus on the relationship between people, the land, the spiritual world, and the environment (e.g., beliefs reflected in stories, including creation stories; animist beliefs and respect for the environment; a sense of reciprocity with the spirit world and the necessity to show gratitude for its gifts; the significance of animals in Indigenous stories and traditional practices; how new generations were taught about the natural world), and analyse the significance of these beliefs/values for First Nations and Inuit identities
Sample questions: “What were ‘the Three Sisters’ in Haudenosaunee society? What did practices relating to the Three Sisters convey about environmental sustainability and steward- ship among the Haudenosaunee and other
First Nations? In what ways are these practices consistent with what we know today about sustainable agricultural practices?” “What are some ways in which traditional Inuit storytelling expresses values and beliefs of Inuit with respect to the environment? In what ways do the beliefs/ values in these stories reflect scientific know- ledge? How do the stories contribute to the environmental education of listeners?” “What are some ways in which the relationship of First Nations or Inuit with the environment was influenced by spiritual beliefs?”
B3.4 describe some artistic and technological developments in First Nations and Inuit societies prior to 1500 in what would be called North America (e.g., pictographs, rock and wood carving, birch bark scrolls, traditional clothing, methods of storing/preserving food, bannerstones, snowshoes, snow goggles, sleds, including dog sleds, combs, canoes, umiaqs, kayaks, moccasins, medicines, weapons such as the bow and arrow, tools such as ulus and harpoons with toggle heads, agricultural developments), and explain their long-term significance as well as what they tell us about the lives of people at this time
Sample questions: “What was the role of artistic expression in the transmission of culture for some First Nations and Inuit communities at this time?” “What does the integration of art and technology reveal about the values and beliefs of precontact Indigenous cultures?” “What was the short- and long-term significance of this technological development?”
PRIOR TO 1500
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First Nations, Métis, and Inuit in Canada
NAC2O