C2. Decolonization, Resilience, and Social Change
Specific Expectations
C2.1
demonstrate an understanding of the key goals of decolonization and resilience in the context of social change (e.g., acknowledging the continuing effects of colonization; incorporating Indigenous perspectives into contemporary public policies; recognizing and respecting contemporary First Nations, Métis, and Inuit world views, aspirations, and actions; honouring treaty agreements; acknowledging the resilience of Indigenous communities, grassroots organizations, and youth, and supporting their role in shaping new societal perspectives; ensuring the quality of life of current and future generations; improving educational attainment; revitalizing culture and language; achieving self-determination through respectful relationships between Canadian governments and distinct Indigenous governments)
- What does the term ‘decolonization’ mean? What role should contemporary Canadian society have in promoting decolonization? In what ways can Indigenous and non-Indigenous individuals work together to support this goal?
- How can learning about treaties, treaty territories, and traditional lands help develop awareness of the resilience of First Nations, Métis, and Inuit?
- How is the term ‘settler Canadian’ used in contemporary society? How is it significant in the context of decolonization?
C2.2
identify and describe some initiatives to raise awareness of the continuing impact of colonialist policies in Canada (e.g., processes and consultations with Indigenous governments and organizations to address issues related to education and training, health, environmental protection, challenges facing Indigenous women and girls, discrimination against two-spirited individuals; social media campaigns; teach-ins and protests), and suggest appropriate ways to support these initiatives (e.g., through workplace policies, volunteer work, participation in public forums)
- What examples can you find of First Nations, Métis, and Inuit efforts to achieve specific decolonization goals? How might non-Indigenous individuals show support for these movements?
- In what ways does the Moose Hide Campaign address the continuing impact of colonialist policies on Indigenous women? What beliefs, values, and aspirations does the campaign reflect and support?
- In what specific ways does the Final Report of the Truth and Reconciliation Commission of Canada acknowledge the impact of colonization? How are some workplaces showing support for the commission’s recommendations?
C2.3
identify and describe some First Nations, Métis, and Inuit initiatives to assert community control over local economic development and land use (e.g., support for biological diversity and protection of sacred herbs and of native plant and wildlife species that are part of a traditional diet; the protection of sacred sites, natural resources, and water; community training in sustainable forestry management), and make inferences about the beliefs, values, and/or aspirations that motivate these efforts
- What is the role of Nunavut Tunngavik Incorporated with respect to the management of land, water, and wildlife? How do these responsibilities reflect an Inuit world view?
- What are some ways in which section 35 of the Constitution Act has played a significant role in land development issues in Canada? What example can you give of a First Nation community referring to section 35 in support of its aspirations?
- What was the role of social media in anti-fracking protests at Elsipogtog First Nation in New Brunswick? What values motivated the campaign?
- How do Regional Consultation Committees involve Métis communities in Ontario in responding to local environmental issues and influencing economic development?
C2.4
identify and describe some First Nations, Métis, and Inuit initiatives to address language loss (e.g., using language nests, helping community members gain access to postsecondary language programs, promoting community-based language immersion programs, developing language programs in on-reserve schools), and make inferences about the beliefs, values, and/or aspirations that motivate these efforts
- Why might Indigenous languages connect communities to their ancestral lands more closely than other languages can do?
- The Onkwawenna Kentyohkwa organization emphasizes that it not only teaches language but also creates speakers. Why is that approach important with respect to Indigenous language loss? What techniques does the program use?
- What strategies to revitalize the Michif language did you discover in your research? Why do many Métis consider the ability to speak Michif culturally significant?
- How might the standardization of Inuktitut affect the revitalization and/or strengthening of the language?
C2.5
analyse some forms and uses of contemporary technology, media, and popular culture (e.g., video clips, online tutorials, video games, apps, podcasts, hashtags, Heritage minutes, commercially released films) in terms of how they support and/or promote First Nations, Métis, and Inuit knowledge, world views, aspirations, and actions
- How does the app Honour Water promote Anishinaabe knowledge, world views, and aspirations?
- Who is the target audience of the radio show Unreserved? What techniques does it use to reach this audience, and how does it promote First Nations, Métis, and Inuit world views?
- Which decolonization goals do you think Wapikoni Mobile is attempting to support? What evidence can you give?
- How did the hashtag #makemuskratright help Innu in Labrador raise awareness about environmental issues related to the Muskrat Falls dam?