Page 385 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

eugenics, cooperative, or Antigonish movement; groups such as the Woman’s Christian Temperance Union [WCTU], the Knights of Labor, One Big Union, the John Howard Society, the Coloured Women’s Club of Montreal)
Sample questions: “What were the goals of the WCTU? In what ways was prohibition tied to other social issues of the time?” “How would you measure the effectiveness of the social gospel movement?” “What strategies did different groups develop to work with the increasing number of urban poor? Were the groups successful in meeting the needs of these people?”
D2.4 analyse how various international events and developments contributed to the develop- ment of Canada’s political autonomy during this period (e.g., Canadian participation in the Boer War, World War I, and World War II; the Paris Peace Conference, the Chanak Affair, the Halibut Treaty, the Balfour Report, Imperial Conferences, the Statute of Westminster)
Sample questions: “Which development do you think made the greatest contribution to Canada’s political autonomy during this period? Why?” “When you analyse developments affecting Canadian autonomy, do you think Canada exchanged political independence from Britain for economic dependence on the United States?”
D3. Diversity and Citizenship
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
D3.1 explain the contributions of various individ- uals to Canadian society and politics during this period (e.g., William Aberhart, R. B. Bennett, Robert Borden, Henri Bourassa, Moses Coady, Amor de Cosmos, Louis Riel, Gabriel Dumont, Maurice Duplessis, C. D. Howe, Sam Hughes,
J. J. Kelso, William Lyon Mackenzie King, Wilfrid Laurier, John A. Macdonald, Nellie McClung, Louis Riel, Clifford Sifton, Emily Stowe, Cairine Wilson, J. S. Woodsworth), and assess their impact on the development of identity, heritage, and/or citizenship in Canada
D3.2 analyse ways in which francophone communities, including those outside of Quebec (e.g., Acadians, Franco-Ontarians, Franco-Manitobans, Métis), sought to maintain their identity during this period
Sample questions: “Did all francophone com- munities have the same struggles to maintain their identities? Did they all experience the same threats? What do these communities and their struggles reveal about issues at this time as well as in Canada today?”
D3.3 explain the significance of “status” for
First Nations people, their identity, and their relationships with governments in Canada during this period (e.g., with respect to limitations imposed by the Indian Act, disenfranchisement, assimilationist policies, life on reserves, the impact on Native women who married non-Indian men, rights of non-status First Nations people and of Inuit and Métis)
Sample question: “What does the term status imply about the dependence of First Nations people on the Canadian government?”
D3.4 analyse the development of ethnocultural identities in different regions of Canada during this period (e.g., with reference to First Nations and Métis peoples in western Canada; Inuit in
the North; francophone communities in Quebec, Manitoba, or New Brunswick; African Canadians in Nova Scotia; Mennonites in southern Ontario; Chinese in British Columbia; Ukrainians on the Prairies) and their impact on the development of a national identity in Canada
Sample questions: “To what extent have regionalism and the development of regional identities hampered the development of a unifying national identity in Canada?” “What impact did assimilationist policies have on specific ethnocultural groups in Canada? Why did some groups find it easier than others to maintain their identity in Canada?”
D3.5 analyse key changes in Canadian immigration policy during this period (e.g., amendments to the Immigration Act, Clifford Sifton’s“open door” policy, the Chinese Head Tax, emigration of British Home Children, responses to refugees, deportation of “enemy aliens”), and explain their impact on the development of Canada
Sample questions: “Did Sifton’s ‘open door’ policy mean that Canada welcomed all immigrants?” “In what ways did changes
to Canadian immigration policy during this period reflect the social attitudes and values
of the time? Whose attitudes and values did they reflect? Have these attitudes changed over
CANADA, 1867–1945
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Canada: History, Identity, and Culture
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