Page 384 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
the Canadian Broadcasting Corporation, the National Film Board of Canada, the Edmonton Grads, the National Hockey League; works by the Group of Seven or the Canadian Group of Painters)
D1.4 analyse key economic trends and develop- ments during this period and their contribution to the development of Canada, including the development of identity in Canada (e.g., with reference to the National Policy; regional economic development such as the steel industry in Nova Scotia and southern Ontario, mining in Quebec, northern Ontario, and British Columbia, agriculture on the Prairies, the Klondike gold rush; continuing industrialization; recessions in the 1870s, 1890s, and early 1920s; the Halibut Treaty; economic growth during the 1920s; the stock market crash
of 1929 and the Great Depression; the Hyde Park Agreement; farmers’ cooperatives; caisses populaires)
Sample questions: “How did economic develop- ment during this period contribute to the image of Canada as a resource-based economy?”
“In what ways did the construction of the transcontinental railway spur economic development in Canada?” “What impact
did industrialization have on the way people worked?”
D1.5 analyse how key political developments during this period contributed to the develop- ment of Canada, including the development
of identity in Canada (e.g., the assassination of Thomas D’Arcy McGee; new provinces joining the Dominion of Canada; the Pacific scandal; the Métis rebellions; the Union government; the creation of the Liberal Party, the Progressive Conservative Party, the United Farmers of Ontario, the Co-operative Commonwealth Federation, Social Credit; the enfranchisement of women; the Persons Case;
the King-Byng affair)
Sample questions: “Why was Canada so successful in growing from ‘sea to sea’ by 1876? What factors facilitated such rapid growth? What new issues were created by this expan- sion? Whose concerns were addressed? Whose were not?”
D1.6 analyse a variety of government policies during this period, with a focus on how they expanded the role of government in the lives
of people in Canada (e.g., with reference to the Indian Act, the War Measures Act, the Income Tax Act, the Imperial Munitions Board, the National Resources Mobilization Act, prohibition, provincial
sexual sterilization acts, social welfare measures, food rationing, residential schools for Aboriginal children, the Padlock Act)
Sample questions: “What were some ways in which the Indian Act was used to control the lives of First Nations people?” “What special powers did the War Measures Act confer on the federal government? What use did the government make of these powers when dealing with ‘enemy aliens’ in the two world wars?”
D2. Interactions and Interdependence
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
D2.1 describe domestic and international conflicts in which Canadian military forces participated during this period (e.g., the Red River Resistance, the North-West Rebellion, the Alaska Boundary Dispute, the Boer War, World War I, the Spanish Civil War, World War II), and assess their contri- bution to the development of Canada, including the development of identity in Canada
Sample questions: “Why was the significance of the North-West Rebellion different for different groups in Canada?” “Do you think Canada’s involvement in the world wars did more to unite or to divide Canadians?”
D2.2 explain the main causes of key conflicts between groups in Canada during this period (e.g., with reference to government policies such as the Manitoba Schools Act, reciprocity, the Naval Service Bill, conscription, prohibition, Regulation 17 [1912]; anti-Chinese riots in British Columbia; the Maritime Rights movement; labour conflict such as the Winnipeg General Strike or the Ford strike; the On-to-Ottawa Trek and Regina Riot; the riot
at Christie Pits), and assess how these events contributed to the development of Canada
Sample questions: “Why did the Manitoba Schools Question generate a national debate? What was the significance of the resolution of this issue?” “What factors contributed to the Regina Riot? Do you see any parallels between that event and the Winnipeg General Strike?”
D2.3 analyse the goals, strategies, and effectiveness of a variety of reform movements/organizations during this period (e.g., the labour, temperance, women’s suffrage, social gospel, Canada First,
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