Page 347 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

settlements in the Kootenays; Ukrainian settlements in Manitoba; Haitians in Quebec)
Sample questions: “Why do some municipalities celebrate and promote the ethnic neighbourhoods that are found within their boundaries? Was this always the case?” “What contributions did immigrants make to the growth of the economy in their local communities?”
D2. Facing Challenges in Canada
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
D2.1 analyse some challenges that Canadian immigration policies have presented to some ethnic groups, with a particular focus, where applicable, on the selected ethnic group (e.g., with reference to quota systems; points systems; the Chinese Head Tax; the Chinese Immigration Act of 1923; the continuous journey regulation
of 1908; changes to the Immigration Act in 1910, 1919, 1952, or 1976; the Immigration and Refugee Protection Act of 2002; attitudes towards passengers on the Komagata Maru or SS St Louis; changing refugee policies; the Domestic Workers Scheme; the Canada-U.S. Safe Third Country Agreement)
Sample questions: “In what ways did Canada’s immigration policies reflect the social attitudes of the time?” “What does Clifford Sifton’s view that ‘only farmers need apply’ tell you about Canada’s economic needs and social attitudes at the time?” “Why were some ethnic groups given preferential treatment in the past?” “Did the ethnic group you are studying benefit or suffer from Canada’s immigration policies?”
D2.2 analyse challenges that institutionalized racism and prejudice in Canada have presented to some ethnic groups, with a particular focus, where applicable, on the selected ethnic group (e.g., with reference to segregation, discrimination in jobs and/or housing, antisemitism, assimilation, stereotypes, streaming students, racial profiling, internment)
Sample questions: “Which ethnic groups have been most affected by racist attitudes, prejudice, and/or institutional discrimination in Canadian history? What impact did such attitudes have on these groups?” “What have been some of the intended and unintended consequences
of racial profiling?” “Why does Canada not always recognize the academic credentials of immigrants from certain countries?” “Is there evidence that the group you are studying faced – or continues to face – discrimination in Canada?”
D2.3 analyse ways in which Canadian public policy and/or institutions reflect a recognition of challenges that have faced ethnic communities in Canada (e.g., with reference to the establishment of human rights legislation and commissions, apologies and compensation for the treatment of Chinese and Japanese Canadians, provisions in the Canadian Charter of Rights, anti–hate speech legislation, changes to immigration and/or refugee policy, Afrocentric schools)
D3. Contributing to Canada
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
D3.1 describe the contributions of individuals from various ethnic groups, including the specific ethnic group under study, to their own communities and to the development of culture and identity in Canada (e.g., with reference to literature, art, film, television, politics, the media, education, science and technology, sports, business)
Sample questions: “What are some novels by writers from ethnic groups about the experience of immigrants or ethnocultural minorities in Canada? What themes/issues do they address? What contributions have these writers made to identity and heritage in Canada?”
D3.2 describe various ways in which ethnic groups have contributed to culture and identity in Canada (e.g., museums and cultural centres,
arts and crafts, music, architecture, foods, neigh- bourhoods, economic contributions, military contributions), and assess the contribution
of the specific ethnic group under study
Sample questions: “What are some contributions from ethnic groups that have become a part
of mainstream Canadian culture?” “What are some factors that affect the ability of ethnic communities to contribute to culture or identity in Canada?” “What do you think is the most significant contribution of this ethnic group
to Canada? Why?”
D3.3 demonstrate an understanding of the inter- dependence between Canada and people who have come here from abroad, including the mutual advantages of this interrelationship (e.g., the contributions of immigrants as skilled workers, tradespeople, and/or domestic workers; migrant workers and the role they play in Canadian agriculture; the ability of immigrants to send remittances to their family/community in their country of origin; the potential for international students to return to their country with skills and knowledge that can benefit their community; the
THE CANADIAN EXPERIENCE
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The History of a Canadian Ethnic Group
Origins and Citizenship:
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