Page 377 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B. CANADA, ORIGINS TO 1774 OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Setting the Context: analyse the significance, for different groups in Canada, of various social/ cultural, economic, and political practices and developments prior to 1774 (FOCUS ON: Historical Significance; Historical Perspective)
B2. Interactions and Interdependence: analyse activities of and interactions between various groups
in Canada prior to 1774 and how these groups and their interactions contributed to the development of Canada, including the development of identity in Canada (FOCUS ON: Cause and Consequence; Continuity and Change)
B3. Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identity, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)
SPECIFIC EXPECTATIONS
B1. Setting the Context
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B1.1 compare various aspects of life among different Aboriginal peoples in Canada prior
to contact with Europeans (e.g., with reference to economies, spirituality, oral traditions, relationships with the environment, political organization, life- styles, arts and culture, gender roles, child-rearing practices)
Sample questions: “What do the spiritual practices of different Aboriginal peoples reveal about their relationship with the environment?” “What sorts of tools and weapons did the Thule people living in the Arctic use? In what ways were they different from or similar to the tools and weapons used by the Wendat?” “In what ways were the lives of First Nations on the West Coast of Canada different from those of First Nations who lived near the Great Lakes or on the Prairies? What factors might account for those differences?”
B1.2 compare various aspects of life among people of European origin living in Canada prior to 1774 (e.g., with reference to religion, education, work, relationships with the environment, lifestyles, culture, gender roles; the lives of missionaries; life
in towns, on farms or seigneuries, or in the Pays d’en Haut), and analyse how these people responded to the challenges of life in Canada
Sample questions: “What were some of the differences between the lives of habitants in a settlement and those of coureurs de bois in the Pays d’en Haut? What do their views of and relationships with the environment reveal about their responses to the challenges of life in Canada?”
B1.3 describe various practices and developments associated with the emerging economy in colonial Canada prior to 1774 (e.g., First Nations trade routes, the fur trade, fishing, the timber trade, the charter of the Company of One Hundred Associates, the seigneurial system, mercantilism and changes in intercolonial trade, land grants), and assess their significance for the development of Canada, including the development of identity in Canada (e.g., with reference to the creation of
the Métis nation, the role of natural resources in Canadian economic history, alliances and rivalries arising from economic relationships, the long-term
consequences of land grants to the Crown or to private companies)
Sample questions: “What does the exploitation of natural resources in early colonial Canada tell you about the relationship of colonists and imperial powers with the environment?” “What impact do you think economic trends in early colonial Canada have had on the development of identity in Canada?”
CANADA, ORIGINS TO 1774
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Canada: History, Identity, and Culture
CHI4U