The Ontario Curriculum, Grades 9-12 - Ministère de l'éducation ...

Note: Many of the health problems that affect Aboriginal peoples are related to environmental
issues (e.g., water quality, pollution).
– explain Aboriginal and non-Aboriginal perspectives on a specific treaty right (e.g.,
fishing rights, hunting rights, logging rights)
Aboriginal Beliefs, Values, and Aspirations in Contemporary
Society, Grade 11, College Preparation (NBV3C)
Identity
– explain specific environmental influences (e.g., salmon migration on the Northwest
Coast; caribou migration for the Dene people, utilization of forests and lakes by the
Ojibway and Cree communities) on the social and cultural identity of Aboriginal peoples
– demonstrate an understanding of how Aboriginal peoples’ identity as custodians and
protectors of the land entrusted to them by the Creator (e.g., as expressed in the
thanksgiving address) inspires their historical and contemporary commitment to
remaining on their lands (e.g., as reflected in their negotiation of treaties such as the
Maritimes Treaty of 1752 and Treaty No. 11)
– describe how Aboriginal practices, behaviours, beliefs, and symbols (e.g., hunting and
fishing traditions; ceremonies and feasts; the use of drums, music, and dance) strengthen
Aboriginal cultural identities
Relationships
• explain how Aboriginal peoples’ relationship to the land traditionally sustained them in
various environments across Canada
• explain how Aboriginal peoples’ links to the land and to a sustainable environment are part
of their cultural identity
– identify customs, ceremonies, and spiritual beliefs that connect Aboriginal peoples to
nature and to one another (e.g., hunters’ respect for animal bones, drumming, dream
interpretations, traditional roles of family members in different Aboriginal cultures)
– identify examples of art, architecture, and artifacts that depict a spiritual and emotional
link between Aboriginal peoples and their traditional lands (e.g., totem pole carvings;
masks; designs of cultural centres; artwork of Daphne Odjig, Maxine Noel, and Joane
Cardinal Schubert)
– demonstrate an understanding of traditional Aboriginal activities associated with the
seasonal cycle
– describe how the spiritual relationship that Aboriginal peoples have with the land is
integrated with their beliefs and values (e.g., the Aboriginal belief that many parts of
nature have spirits)
– compare harvesting behaviours and beliefs of Aboriginal and non-Aboriginal peoples
(e.g., wild rice harvesting, fishing practices on the east and west coasts of Canada)
92 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011