C2. Community Aspirations, Development, and Leadership
Specific Expectations
C2.1
analyse the impact on Canadian society of various contemporary socio-demographic trends and issues related to First Nations, Métis, and Inuit communities (e.g., with reference to housing and infrastructure on reserves, community planning and development, education, careers, health, justice, cultural awareness, population growth and rural-to-urban migration)
- Why do some economists believe that improving Indigenous educational attainment would contribute significantly to community prosperity and to the prosperity of Canadian society?
- What is the motivation for increasing the presence of Indigenous entrepreneurs in emerging alternative energy sectors?
- Why and how have governments encouraged partnerships between Indigenous- and non-Indigenous-owned businesses? What factors make these types of partnership successful?
- What have been some of the effects of the 61.9 per cent increase in the Inuit population outside of Inuit Nunangat from 2006 to 2016?
- What role can traditional First Nations, Métis, and/or Inuit wellness practices have in health and wellness services offered in both Indigenous and non-Indigenous settings?
C2.2
identify a variety of training opportunities, career choices, and economic activities that support First Nations, Métis, and Inuit community development, and explain their benefits (e.g., initiatives such as the Nasittuq Corporation trainee program and the Aboriginal Skills and Employment Training Strategy provide community members with specific skills that enable the local workforce to fulfil a range of community functions; the Métis Voyageur Development Fund supports Métis businesses in the resource sector; careers in teaching, engineering, and computer programming address gaps in the ability of First Nations, Métis, and Inuit communities to organize their own education and economic development; activities such as ecotourism, green energy development, and the creation of small businesses provide communities with viable local economies)
C2.3
suggest a variety of ways in which effective leadership can contribute to the realization of First Nations, Métis, and Inuit community aspirations, drawing on evidence from communities in different regions of Canada (e.g., with reference to language revitalization, cultural revitalization and/or cultural continuity, educational attainment, healthy lifestyles, community prosperity)
- What are some important characteristics of effective leadership in the context of First Nations, Métis, and Inuit communities?
- In what specific ways can leaders help their communities focus on priorities, make the best use of funding, and achieve the stated goals of the community?
- What role and responsibilities do Indigenous leaders have in protecting community revenues and assets? How does this role support community goals?
- How does Canadian society benefit from supporting First Nations, Métis, and Inuit community leadership initiatives?
C2.4
design a proposal for a school or community initiative addressing a specific issue for the mutual benefit of First Nations, Métis, and/or Inuit and other members of the school or community (e.g., to include Indigenous ecological knowledge in a school gardening project; to encourage the participation of diverse cultures in community events; to secure funding to increase school or community library resources related to First Nations, Métis, and Inuit cultures; to address inequities and/or discrimination faced by Indigenous youth in secondary schools)
