E1. Global Trends and Indigenous Peoples
Specific Expectations
E1.1
compare and contrast socio-political responses in Canada and in some other countries to current global trends relating to the rights of Indigenous peoples with respect to land, water, air quality, and food (e.g., with reference to the patenting of seeds and indigenous foods; contamination of water and food sources; the loss, misuse, or reduction of Crown lands; the environmental impact of water diversion; the displacement of communities by mining development; the destruction of forestry habitat; the recognition and protection of sacred sites; economic autonomy in resource development; representation in environmental and food policy development; encouragement to grow commercial crops rather than food for local consumption)
- Why is food security important to Indigenous peoples? How does the issue affect Northern communities in particular? What are some similarities and differences in the approaches that different countries are taking to ensuring food security for Indigenous communities?
- Why do many Indigenous peoples consider the impact of Canadian free trade agreements on developing countries and Indigenous populations to be negative? How does this affect relations between First Nations, Métis, and Inuit communities and the Canadian state?
- What is a clean growth economy? How can First Nations, Métis, and Inuit communities contribute to the goals of a clean growth economy? How does this compare with Indigenous involvement in green economic movements in other countries?
E1.2
compare and contrast Canadian socio-political responses to current global trends related to the revitalization and/or continuity of Indigenous languages and cultures with responses in some other countries (e.g., with reference to insufficient media in the Indigenous language; lack of official language status; external pressures such as globalization; the language nest movement; bilingual schooling; language engineering to incorporate contemporary concepts into Indigenous languages; locally developed cultural curricula; documentation and preservation activities; educational tours to Indigenous communities around the world; virtual cultural field trips and cultural exchange programs)
- How might Canada adapt and implement international innovations in language revitalization? For example, how could the Mãori language nest movement be duplicated in Canada?
- How might Indigenous and non-Indigenous teachers play a role in helping Indigenous and non-Indigenous communities to share cultural information and cultural practices?
E1.3
compare and contrast Canadian socio-political responses to current global trends related to social justice for Indigenous peoples with responses in some other countries (e.g., with reference to the interpretation and implementation of the United Nations Declaration on the Rights of Indigenous Peoples; nation-to-nation protocols and measures for conflict resolution between the state and Indigenous peoples; government apologies and/or reparations for past injustices; the right of Indigenous communities to clean water, medical services, and food security)
- How were the events of the Sixties Scoop in Canada and the Stolen Generations in Australia similar and/or different? What issues do they raise for current social justice efforts?
- In identifying Indigenous populations, why is it essential in terms of social justice to recognize ties to land and place?
