Ontario

A.HERITAGE AND IDENTITY: INTERACTIONS OF INDIGENOUS PEOPLES AND EUROPEANS PRIOR TO 1713, IN WHAT WOULD EVENTUALLY BECOME CANADA

A1. Application: The Impact of Interactions

A1.1 describe some of the positive and negative consequences of contact between Indigenous peoples and European explorers and settlers in what would eventually become Canada

A1.2 analyse aspects of contact between Indigenous peoples and European explorers and settlers in what would eventually become Canada to determine ways in which different parties

A1.3 explain some of the ways in which interactions among Indigenous peoples, among European explorers and settlers, and between Indigenous and European people in what would eventually become Canada are connected to issues in present-day Canada

A2. Inquiry: Perspectives on Interactions

A2.1 formulate questions to guide investigations into aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people in what would eventually become Canada, from the perspectives of various groups involved

A2.2 gather and organize information on interactions among Indigenous peoples, among Europeans, and between Indigenous and European people in what would eventually become Canada, using a variety of primary and secondary sources that present various perspectives

A2.3 analyse and construct maps as part of their investigations into interactions among Indigenous peoples, among Europeans, and between Indigenous and European people in what would eventually become Canada

A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools

A2.5 evaluate evidence and draw conclusions about aspects of the interactions among First Nations, Métis, and Inuit individuals and communities, among Europeans, and between Europeans and First Nations, Métis, and Inuit in what would eventually become Canada during this period, highlighting the perspectives of the different groups involved

A2.6 communicate the results of their inquiries, using appropriate vocabulary

A3. Understanding Context: Significant Characteristics and Interactions

A3.1 identify major Indigenous nations that came into contact with European settlers and/or explorers prior to 1713 in what would become Canada

A3.2 describe some significant interactions among First Nations and between First Nations and Inuit before contact with Europeans

A3.3 describe the main motives for Europeans’ exploration of Indigenous lands that were eventually claimed by Canada and for the establishment of permanent European settlements

A3.4 identify significant offices and institutions in New France

A3.5 describe significant aspects of the interactions between Indigenous peoples and European explorers and settlers in what would eventually become Canada

A3.6 describe key factors that led to the ethnogenesis of the Métis people in what would eventually become Canada, with specific attention to the Great Lakes and Mattawa regions

A3.7 describe some significant differences among Indigenous peoples and between selected Indigenous and Europeans communities in what would eventually become Canada

A3.8 describe some significant effects of European conflicts on Indigenous peoples and on what would eventually become Canada

B.PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B1. Application: Governments and Citizens Working Together

B1.1 assess the effectiveness of actions taken by one or more levels of government, including Indigenous governments, to address an issue of national, provincial/territorial, and/or local significance

B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance

B1.3 create a plan of action to address an environmental issue of local, provincial/territorial, and/or national significance

B2 Inquiry: Differing Perspectives on Social and Environmental Issues

B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues

B2.2 gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspectives of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues

B2.3 analyse and construct maps in various formats, including digital formats, as part of their investigations into social and/or environmental issues

B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools

B2.5 evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different perspectives on the issues, including the perspectives of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues

B2.6 communicate the results of their inquiries, using appropriate vocabulary

B3 Understanding Context: Roles and Responsibilities of Government and Citizens

B3.1 describe the major rights and responsibilities associated with citizenship in Canada

B3.2 describe the jurisdiction of different levels of government in Canada, as well as of some other elected bodies (i.e., federal, provincial, territorial, and municipal governments; band councils; school boards), and some of the services provided by each

B3.3 describe some First Nations, Métis, and Inuit governance structures that currently exist in Canada

B3.4 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues

B3.5 describe different processes that governments can use to solicit input from the public

B3.6 demonstrate a basic understanding of what is meant by the federal and provincial governments’ having a duty to consult and accommodate First Nations, Métis, and Inuit communities, and describe some circumstances in which this constitutional right for Indigenous peoples might apply

B3.7 describe key actions taken by governments, including Indigenous governments, to solve some significant national, provincial/territorial, and/or local issues

B3.8 explain why different groups may have different perspectives on specific social and environmental issues

B3.9 describe some different ways in which citizens can take action to address social and environmental issues