Page 379 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B3. Diversity and Citizenship
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
B3.1 describe the roles of some notable individuals in early Canadian society (e.g., Jean de Brébeuf, Étienne Brûlé, Samuel de Champlain, Donnacona, Marie Guyart [Marie de l’Incarnation], Hiawatha, Henry Hudson, Louis-Joseph de Montcalm, James Murray, Kateri Tekakwitha, Pierre de Rigaud de Vaudreuil, James Wolfe), and assess their contri- butions to the development of identity and/or heritage in Canada
Sample questions: “What impact did Jean Talon have on Canadian heritage? Would all Canadians view him as important?” “Why are there insti- tutions named after Marguerite Bourgeoys?” “What criteria would you use to rank the significance of early explorers such as Cartier, Cabot, and Hudson and their contributions to Canadian heritage?”
B3.2 analyse ways in which Aboriginal culture contributed to the development of Canada prior to 1774 as well as to the development
of heritage and identity in Canada (e.g., with reference to agricultural and/or hunting practices, spirituality/religion, relationship with the environ- ment, clothing, housing, transportation)
Sample questions: “Which aspects of Aboriginal culture did seventeenth-century European settlers in Acadia and/or Quebec adopt? Why did they adopt some and not others?” “Which Aboriginal contributions have received a meaningful place in the Canadian narrative? Why do you think those contributions are recognized, and not others? Who decides what is considered important?”
B3.3 analyse ways in which colonial policy and practices reflected ideas about rights, citizenship, and social status in Canada prior to 1774 (e.g., with reference to slavery, engagés, the expulsion of the Acadians, religious discrimination, attempts to convert First Nations, the rights of women, crime and punishment)
Sample questions: “Who was affected by the Code Noir? What does that law reveal about French attitudes towards racial and religious minorities during this time?” “What is the meaning of the term feme covert? What implications did this term have for women in colonial Canada?” “What does the work of missionaries in New France suggest about European attitudes towards First Nations peoples?”
B3.4 analyse how French and British colonial history has contributed to the concept of Canada as a product of “two founding nations” (e.g., with reference to Royal Government, the Treaty of Utrecht, the Treaty of Paris, the Royal Proclamation of 1763, the Quebec Act of 1774), and evaluate the validity of this concept
Sample questions: “What group or groups are missing from the idea of ‘two founding nations’? Why have they been excluded? What are the implications of their exclusion? How and why might the idea of two founding nations be changing?”
CANADA, ORIGINS TO 1774
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Canada: History, Identity, and Culture
CHI4U