Page 389 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Agency, trade with Castro’s Cuba, the initiation of trade with the People’s Republic of China)
E2.5 analyseCanada’sinvolvementininternational affairs during this period, including its participa- tion in conflicts and international organizations (e.g., the Cold War, the Korean War, the Gulf War; the Suez Crisis; conflicts in Bosnia, Somalia, Rwanda, Afghanistan; membership in NATO, NORAD, the United Nations, the International Control Commission, the International Court
of Justice, the Commonwealth of Nations, la Francophonie), and assess its impact on the development of a national Canadian identity
Sample question: “Has Canada’s participation in international conflicts during this period helped shape identity in Canada?”
E2.6 analyse, with reference to some major events and/or developments, the relationship between Canada and the United States during this period and how it has affected Canada, including the development of identity in Canada (e.g., with reference to the DEW line, the Cuban Missile Crisis, the Vietnam War, Canada’s refusal to participate
in the Second Gulf War, Canada’s response to 9/11 and its signing of the Anti-Terrorism Act, Canada’s participation in the mission in Afghanistan; issues related to border control, Arctic sovereignty, trade, cultural imperialism, the environment)
Sample questions: “How great an impact has American culture had on Canada since 1945? What has this influence meant for the develop- ment of culture and identity in Canada?” “What concerns have the North American security perimeter raised with respect to Canada’s independence?”
E3. Diversity and Citizenship
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
E3.1 explain the contributions of various individ- uals to Canadian society and politics during this period (e.g., Rosalie Abella, Doris Anderson, Lucien Bouchard, Thérèse Casgrain, Adrienne Clarkson, Nellie Cournoyea, Viola Desmond, Tommy Douglas, Mary Two-Axe Early, Terry Fox, Elijah Harper, Dudley Laws, René Lévesque, Peter Lougheed, Kay Macpherson, Ovide Mercredi, Brian Mulroney, Paul Okalik, Lester B. Pearson, Pierre Elliott Trudeau, Jean Vanier, Bob White, Svend Robinson), and assess their impact on identity, heritage, and/or citizenship in Canada
E3.2 analyse how the lives, roles, and rights of Canadian women changed during this period (e.g., with reference to changes in women’s labour force participation; pink collar work; work in the home, including the impact of new household appliances; increased consumerism; the establish- ment of the Royal Commission on the Status of Women; decriminalization of birth control and abortion; the inclusion of gender in the Charter of Rights and Freedoms; the establishment of rape crisis centres and shelters for battered women; amendments to address inequities in the Indian Act; the decision in the Murdoch case and its fallout; pay equity legislation)
Sample questions: “What impact did modern household appliances have on attitudes towards and expectations about women’s domestic work?” “What do you think was the most significant turning point for the status of women in Canada during this period? Why?”
E3.3 analyse how various francophone commun- ities in Canada, including those outside of Quebec, have acted to preserve their political and cultural identity (e.g., with reference to
the Quiet Revolution, Bill 101, testimony before the Royal Commission on Bilingualism and Biculturalism, the campaign for sovereignty-
association, the creation of the Parti Québécois and the Bloc Québécois, the negotiation of the Meech Lake or Charlottetown Accord, the creation of French-language school boards in Ontario, La Fondation Franco-Albertaine, the Acadian World Congress; the contributions of Québécois, Acadian, and Franco-Ontarian writers and musicians)
Sample questions: “What are some similarities in the actions taken by different francophone communities during this period to try to pre- serve their political and cultural identity? What are some differences?” “How important do you think policies to protect the French language and culture in Quebec are for francophone communities in Quebec? For such communities in other parts of Canada?”
E3.4 describe the contributions of various indi- viduals and groups, including ethnocultural and regional groups (e.g., Aboriginal Canadians, Acadians, African Canadians, Franco-Ontarians, South Asian or East Asian Canadians; individuals/ groups from western Canada, Ontario, Quebec, Atlantic Canada, the North), to the development of culture and identity in Canada during this period (e.g., in areas such as literature, film, sports, art, music, theatre, cultural festivals)
Sample questions: “What impact has the work of people such as Tomson Highway, Joane Cardinal-Schubert, Thomas King, and/or
CANADA SINCE 1945
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Canada: History, Identity, and Culture
CHI4U