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First Nations, Métis, and Inuit Studies

NAC2O

First Nations, Métis, and Inuit in Canada

This course explores the histories of First Nations and Inuit in Canada from precontact, as well as Métis from their beginnings, to the present day. Students will examine the continuing impact of past social, cultural, economic, political, and legal trends and developments on First Nations, Métis and Inuit individuals and communities. Students will apply the concepts of historical thinking and the historical inquiry process to investigate a range of issues, events, and interactions that have affected First Nations, Métis, and Inuit individuals and communities, including those that continue to affect relations between Indigenous and non-Indigenous peoples in Canada.

Tuition

$580

One Ontario credit, enrolled online.

Grade
10
Credit
1.0
Delivery
Online

No prerequisite. Open to all eligible students.

Tuition

$580

About this course

This course explores the histories of First Nations and Inuit in Canada from precontact, as well as Métis from their beginnings, to the present day. Students will examine the continuing impact of past social, cultural, economic, political, and legal trends and developments on First Nations, Métis and Inuit individuals and communities. Students will apply the concepts of historical thinking and the historical inquiry process to investigate a range of issues, events, and interactions that have affected First Nations, Métis, and Inuit individuals and communities, including those that continue to affect relations between Indigenous and non-Indigenous peoples in Canada.

What you'll learn

  1. Trace the histories of First Nations, Métis, and Inuit in Canada from before contact through colonization and assimilation to the present day.

  2. Examine how past political, legal, economic, and cultural developments continue to shape communities and relationships today.

  3. Investigate treaties, settler expansion, Indigenous resistance, and the ongoing work of reconciliation across five centuries.

  4. Apply the concepts of historical thinking and the historical inquiry process to weigh evidence and interpret change over time.

Curriculum expectations

The overall expectations set by the Ontario curriculum, grouped by strand.

A. Historical Inquiry and Skill Development

  • A1use the historical inquiry process and the concepts of historical thinking when investigating aspects of the history of Indigenous peoples within the boundaries of contemporary Canada from precontact to the present day
  • A2apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful

B. Prior to 1500

  • B1analyse some key political alliances as well as key aspects of social and economic life among some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada
  • B2demonstrate an understanding of some key interactions and settlement patterns of major First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada
  • B3analyse how various factors contributed to the identities, well-being, and heritage of some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada

C. 1500–1763: The Imposition of Colonialism – Contact, Conflict, and Treaties

  • C1analyse some key social, economic, and political developments that affected Indigenous peoples in different regions of Canada between 1500 and 1763, and some changes that resulted from these developments
  • C2analyse interactions among Indigenous peoples and between Indigenous peoples and European colonists and governments in different regions of Canada between 1500 and 1763, as well as some factors that affected these interactions
  • C3analyse how attitudes, beliefs, and values of Indigenous and European peoples affected First Nations and Métis individuals and communities in different regions of Canada between 1500 and 1763

D. 1763–1876: Settler and State Expansion and Indigenous Resistance

  • D1describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyse their impact
  • D2describe some key developments in relations between Indigenous peoples, settlers , and colonial/dominion governments in different regions of Canada between 1763 and 1876, and explain their significance
  • D3analyse how beliefs, values, and the contributions of various individuals and groups helped shape the development of Indigenous rights, identities, and heritage in different regions of Canada between 1763 and 1876

E. 1876–1969: Assimilation, Encroachment, and Life in the Industrial age

  • E1describe some key social, economic, and political issues, trends, and developments, including the Indian Act, that affected Indigenous peoples in Canada between 1876 and 1969, and analyse their impact
  • E2analyse various factors that affected interactions between Indigenous and non-Indigenous people in Canada between 1876 and 1969
  • E3analyse how various individuals, groups, and issues contributed to the development of Indigenous identities, cultures, and rights in Canada between 1876 and 1969

F. 1969 to the Present: Resilience, Determination, and Reconciliation

  • F1describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyse their impact
  • F2analyse various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present
  • F3analyse how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969

How you'll study

DeliveryOnline
Delivered fully online through Vaughan College's learning platform, with live teacher support. Online students can also call into the live in-person classroom through Google Classroom anytime they want extra guidance.
Fast-trackAvailable
Complete the credit in a condensed schedule. Useful for upgrading, course recovery, or summer acceleration.
Credit value1.0 OSSD credit
Counts toward the 30 credits required for the Ontario Secondary School Diploma.

Assessment and evaluation

Every Vaughan College course follows Ontario’s Growing Success policy. Assessment is continuous: teachers gather evidence of learning through observation, conversation, and student work, and give feedback that helps a student improve before the work is graded.

Evaluation — the judgement that produces a mark — measures achievement of the Ontario curriculum expectations across four categories: Knowledge and Understanding, Thinking, Communication, and Application. A student’s grade reflects how well they have met the expectations, with greatest weight given to their most consistent and most recent work.

The final grade

The final percentage grade is based on two parts. Seventy percent comes from work completed throughout the course, weighted toward more recent and more consistent achievement. The remaining thirty percent comes from a final evaluation near the end of the course — an examination, performance, essay, or other culminating task suited to the subject.

Grades are reported against the provincial standard, where Level 3 (70 to 79 percent) represents the standard expected of students at that grade. A grade of 50 percent or higher earns the credit.

The report card

Achievement is reported on the Ontario Provincial Report Card, which records the percentage grade and the credit earned for each course. Grades for completed credits carry forward onto the Ontario Student Transcript, the official record used for graduation and post-secondary admission.

The report card also reports six learning skills and work habits, separately from the academic grade: responsibility, organisation, independent work, collaboration, initiative, and self-regulation. These describe how a student approaches their learning, and universities and colleges do read them.

Considerations for program planning

The Ontario curriculum asks every course to account for a set of cross-curricular considerations — the ways a subject connects to students’ broader development and to the world beyond the classroom. They shape how each course is planned and taught.

Students with special education needs

Teachers plan for the full range of learners. Where a student has an Individual Education Plan, the accommodations, modifications, or alternative expectations it sets out are built into how the course is taught and assessed, so the student can demonstrate learning in the way that works for them.

English language learners

Students who are still developing their English receive scaffolding — adjusted materials, extra time, and language support — while working toward the same curriculum expectations. Assessment separates what a student knows and can do from their stage of English acquisition.

Environmental education

Wherever the subject allows, coursework draws connections to the environment and sustainability, helping students understand how the topics they study relate to the natural world and their responsibilities within it.

Healthy relationships

Every course contributes to a school culture built on respect. Students practise the communication and collaboration skills that underpin healthy, equitable relationships with peers and teachers.

Equity and inclusive education

Materials and discussion reflect a range of experiences and perspectives so every student sees themselves in the work. An inclusive classroom holds high expectations for all learners and treats difference as a strength.

Financial literacy

Where it fits the subject, students apply mathematical and analytical thinking to real financial questions — budgeting, credit, and informed decision-making — so the skills carry into life after graduation.

Literacy, mathematical literacy, and inquiry skills

Reading, writing, oral communication, numeracy, and structured inquiry are developed in every subject, not only in English and mathematics. These are the cross-curricular skills that make learning in every other course possible.

Critical thinking and critical literacy

Students learn to weigh evidence, question assumptions, and interpret what they read, watch, and hear — distinguishing fact from opinion and recognising point of view and bias.

The role of the school library

Library and information resources support research and independent reading. Students learn to locate, evaluate, and use sources responsibly, building the research habits that post-secondary study assumes.

Information and communications technology

Technology is used to support learning and to build the digital skills students need, alongside an understanding of how to work online safely, responsibly, and with attention to their own well-being.

Education and career/life planning

Coursework helps students connect what they are learning to their goals beyond high school, so each credit is a step in a deliberate plan rather than an isolated requirement.

Cooperative education and experiential learning

Where a subject supports it, hands-on and experiential learning connect classroom study to real settings, giving students a clearer sense of how the material is used in work and in the community.

Health and safety

In any course involving activity, equipment, or materials, safe practice is taught and expected. Students learn the procedures that protect themselves and others.

Ethics

Many subjects raise questions of right and wrong. Students learn to examine ethical issues thoughtfully, consider more than one position, and support a view with reasons — including academic honesty in their own work.

Teaching and learning at Vaughan College

Courses are taught in small classes, which lets teachers adapt to how each student learns. A single lesson might combine direct instruction, discussion, independent practice, collaborative work, and hands-on or inquiry-based tasks, chosen to suit the material and the students in the room.

Students receive regular, specific feedback and can move at a pace that fits their goals, whether they are working ahead, recovering a credit, or balancing school with other commitments. The aim is that every student understands not just what they are learning, but why it matters and where it leads.

In-class learning, from anywhere

Be in the classroom from anywhere in the world.

Some of our online courses run alongside a live class in our Vaughan classroom, and which ones changes each semester. When a course offers it, you’ll see a Live now tag on the course or a Hybrid toggle on its page. Turn it on and you can join the real in-person lesson through Google Classroom instead of a separate online-only section, with the same teacher as it happens. Add it when you enrol or anytime after; in-person students can join the same way on the days they study from home.

How it works

Next Step

Ready to add this credit?

Add the course to your cart for enrolment, or speak with our admissions team about pathway sequencing, prerequisites, and credit equivalency from a previous school.

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