Page 383 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

D. CANADA, 1867–1945 OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Setting the Context: analyse how various social/cultural, economic, and political events, trends, and/or developments in Canada from 1867 to 1945 contributed to the development of the country (FOCUS ON: Continuity and Change; Historical Perspective)
D2. Interactions and Interdependence: analyse how various interactions at both the national and international level between 1867 and 1945 contributed to the development of Canada (FOCUS ON: Historical Significance; Cause and Consequence)
D3. Diversity and Citizenship: analyse challenges facing various groups in Canada between 1867 and 1945 as well as the contributions of various groups and individuals to the development of identity, culture, and citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)
SPECIFIC EXPECTATIONS
D1. Setting the Context
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
D1.1 analyse some key social developments as well as dominant social attitudes and values during this period (e.g., changes in numbers and origins of immigrants; the expansion of Native residential schools; urbanization; increasing par- ticipation of women in the labour force; increasing French-Canadian nationalism; changes in social mores; changing attitudes towards women’s roles in society and politics; attitudes towards racial, ethnic, and religious minorities), and assess their significance for the development of Canada, including the development of identity in Canada
Sample questions: “What social attitudes and values were reflected in the ways different people responded to the Komagata Maru incident or to the sterilization of people with develop- mental disabilities?” “What does the trend towards assimilation reveal about the way First Nations, Métis, and Inuit people were viewed?” “Which social developments during this period were particularly important for Canadian women?” “Which groups attempted to address poverty during this period? Why did particular groups feel an obligation to the poor?”
D1.2 analyse ways in which technological and/or scientific developments during this period contributed to the development of identity in Canada (e.g., with reference to the technological developments necessary for the transcontinental railway, the work of the Geological Survey of Canada, the photography of William Notman, the first radio tests at Signal Hill, large-scale wheat farming on the Prairies, Banting and Macleod’s Nobel Prize)
Sample questions: “What technological develop- ments were integral to the building of the Canadian Pacific Railway (CPR)? How and why did the CPR change the way people viewed Canada’s wilderness? What role did the railway play in the founding of Canada’s system of national parks? How significant are these parks to the development of our national identity?”
D1.3 describe a variety of developments in the arts and popular culture in Canada during this period (e.g., in art, literature, music, sports and recreation, fashion, the press, radio, or motion pictures), and explain how arts and popular culture contributed to the development of heritage and identity in Canada (e.g., with reference to the work of Paul-Émile Borduas, Morley Callaghan, Emily Carr, Clarence Gagnon, Robert Harris, Louis Hémon, Harold Innis,
C. W. Jeffries, Pauline Johnson, A. M. Klein, Stephen Leacock, Tom Longboat, Mary Pickford;
CANADA, 1867–1945
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Canada: History, Identity, and Culture
CHI4U