C2. Decolonization, Resilience, and Social Change
Specific Expectations
C2.1
explain the significance for Indigenous and non-Indigenous individuals in Canada of the key concepts and goals associated with decolonization and resilience in the context of social change (e.g., societal acceptance of responsibility for the continuing consequences of colonization enables First Nations, Métis, and Inuit individuals to feel understood and respected; consultations to develop new political and social policies encourage Indigenous community members to participate in societal change; incorporating First Nations, Métis, and Inuit perspectives into contemporary public institutions gives Indigenous citizens a voice in Canadian society; learning about the goals of decolonization helps both Indigenous and non-Indigenous individuals understand the history of Canada and all its peoples; improving educational attainment supports First Nations, Métis, and Inuit individual and community aspirations and addresses inequality of opportunity; revitalizing Indigenous languages supports individual and collective cultural identity)
- What are some specific ways in which Indigenous and non-Indigenous individuals can address the consequences of colonization? How do their roles in this effort differ? How are they similar? How do these decolonization efforts affect the lives of both Indigenous and non-Indigenous individuals? Why are these efforts important?
- Why do you think the term ‘resilience’ is used in the context of the legacy of colonization? In what ways does exploring current decolonization efforts by First Nations, Métis, and Inuit individuals and communities enhance your understanding of the impact of colonization and your appreciation of Indigenous resilience?
C2.2
analyse several different initiatives to raise awareness of the continuing impact of colonialist policies in Canada in terms of the motivations, methods, and results of these efforts (e.g., with reference to processes and consultations with Indigenous governments to address issues related to child welfare, education, justice, economic opportunity and fairness, environmental protection, political representation, health; social media movements and campaigns; public art projects that advocate for social justice; forms of protest and resilience such as teach-ins, fasts, demonstrations, and blockades; legal action)
- What beliefs, values, and aspirations motivated the establishment of the Idle No More movement? How do these motivations influence the actions of the movement? What similarities and differences can you identify between grassroots responses to the movement across Canada and media portrayals of First Nations, Métis, and Inuit realities? How do you explain any differences?
- What legal action did Cindy Blackstock take in order to raise awareness of discrimination against First Nations children in Canada? What was the outcome? Why is support still needed for change?”
- What role did the Truth and Reconciliation Commission of Canada have in giving a voice to First Nations, Métis, and Inuit residential school survivors and their families?
- How did the R v. Powley and R v. Laurin, Lemieux and Lemieux cases raise awareness of the continuing effect of colonialist policy on Métis in Ontario?
C2.3
analyse several different First Nations, Métis, and Inuit initiatives to assert community control over local economic development and land use in terms of the motivations and methods of different stakeholders involved in these actions (e.g., with reference to road blocks and land occupations, the creation of community development corporations, the inclusion of training and recruitment parameters within economic development agreements)
- What concerns do some First Nations communities have about the Ring of Fire mining project in northern Ontario, and how have these communities attempted to address these concerns? Have constitutionally protected Aboriginal and treaty rights been honoured and protected as this project developed? What beliefs and values can you identify in the positions of the communities, land developers, and governments involved in the project? How do these beliefs and values correspond and/or conflict? How might a peaceful resolution be achieved?
- What issues related to land and natural resources was the Métis Betterment Act intended to address? What challenges did the Métis and the province of Alberta face in working within the partnership created by the Act? What were some benefits?
C2.4
analyse several different First Nations, Métis, and Inuit initiatives to address language loss to determine how these initiatives support traditional values and community aspirations (e.g., with reference to using language nests, using digital technology to teach language, introducing apprenticeship programs to encourage language revitalization, supporting local school boards in offering language programs, developing language programs in on-reserve schools, establishing language acquisition as a priority in community planning and development)
- What are some benefits of offering immersion classes in an Indigenous language in a First Nation, Métis, or Inuit community?
- How do language nests support traditional values?
- What connections can you make between language preservation and cultural resilience?
- How does a unified writing system support Inuit language and cultural revitalization?
- For decades, Michif has been labelled as ‘broken’ French. How has that perception influenced use of the language? What strategies are being used to foster a better understanding of the Michif language? How might this support Métis aspirations?
C2.5
analyse a variety of forms and uses of contemporary technology, media, and popular culture (e.g., graphic novels, photography, social media, music, digital and print magazines) in terms of how they support and/or promote First Nations, Métis, and Inuit knowledge, world views, aspirations, and actions in the context of social change
- What role do you think Indigenous journalists have in drawing attention to murdered and missing Indigenous women and girls in Canada? How have Indigenous and non-Indigenous communities responded?
- Why do you think Red Rising Magazine refers to itself as a movement? How do its digital and print media complement each other? How does this use of technology support First Nations aspirations?
- How does the work of film-maker Alanis Obomsawin embody the goals of decolonization?
- What examples can you find of youth using social media to support or promote Métis world views? In your opinion, are their actions an example of social change or of cultural continuity? What evidence can you provide?
