Page 344 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
coups, or civil wars), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors
Sample questions: “Which government policies affected this ethnic group? Which policy, if any, was a turning point for this ethnic group and the decision of some of its members to emigrate? Why did this policy have this impact?”
C2. Conflict and Repression
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
C2.1 explain the role of conflict between groups in some people’s decisions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference
to wars, including civil wars; religious or ethnic conflict; conflict between social classes or castes; conflict resulting from the division of an existing
country or the union of smaller units into a single state)
Sample questions: “What types of conflicts have affected this ethnic group? Which do you think was a catalyst for people’s decision to emigrate?”
C2.2 explain the role of the denial of civil, human, and/or citizenship rights in some people’s deci- sions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to religious or political persecution, slavery, apartheid, genocide or ethnic cleansing, gender inequality, persecution of people with mental or physical disabilities or from LGBT communities)
Sample questions: “How might religious laws and practices related to women contribute to a group’s decision to come to Canada?” “What role, if any, did institutionalized racism play in the decision of this group of people to emigrate? Do you think migration was an intended or unintended result of this racism?”
C2.3 describe some instances of the forced migra- tion of groups in different regions and different periods of history (e.g., the African slave trade, the enclosure movement in Scotland, the partition of India, dam construction and resultant flooding in China), and, if applicable, explain the impact of forced migration on the selected ethnic group
C3. Supports and Incentives
FOCUS ON: Historical Perspective
By the end of this course, students will:
C3.1 analyse the role of community support groups and organizations, both in the home country and in Canada, in some people’s decisions
to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to missionaries, church/religious refugee-sponsorship programs, charities assisting in family reunification)
Sample questions: “What are some groups whose immigration to Canada was supported or sponsored by religious organizations?” “What are some ethnic advocacy or service organizations that have been active in Canada? What role have they played in assisting immi- grants to Canada?”
C3.2 describe some ways in which family considerations have influenced migration, with reference both to migrants and to family members left in the country of origin (e.g., the migration of single men and women to earn money to support families back home; the migration of a parent hoping to establish himself or herself and send for his or her family; the pull of family already in the new country, and their ability to sponsor family members; migration for educational purposes, with the goals of returning home to help the family/ community; male-dominated communities in the new country and female-dominated families in the country of origin), and analyse the experience of the selected ethnic group to determine ways in which such considerations affected its migration
Sample questions: “What role did family obligation or commitment play in the decision of members of this group to emigrate?” “What factors determined whether immigrants were able to come to Canada with their families or not?” “Did the group you are studying tend to immigrate in family units, or were some family members left behind in the country of origin?”
C3.3 analyse the role of migration myths perpetuated by governments and/or by ethnic communities on some people’s decisions to migrate, including, where applicable, the decision of members of the selected ethnic group (e.g., Canada’s“Last Best West”campaign; the“brain drain”; the idea, particularly in the Eastern Bloc, that people who emigrate are traitors;
342