Page 110 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Overall Expectations and Related Concepts of Historical Thinking
Big Ideas*
Framing Questions*
B: Canada, 1914–1929
B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Historical Perspective)
National and international events, trends, and developments during this period affected various groups and communities in Canada in different ways .
Why might different individuals and communities in Canada view the same event, trend, or development in different ways? Why might we view it differently now?
In what ways did government policy during this period create or contribute to divisions
in Canadian society?
Was this period a turning point for women in Canada?
In what ways did the lives and struggles of different individuals, groups, and communities help shape Canada during this period? What lasting impact did they have on Canada?
B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)
This was a period of major conflict and change in Canada and abroad .
B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)
During this period, pre- dominant attitudes towards women, immigrants, First Nations, Métis, Inuit, and racialized groups and communities affected the development of identities and citizenship in Canada .
C: Canada, 1929–1945
C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Cause and Consequence; Historical Perspective)
Major events during this period, including the Great Depression and World War II, resulted from a variety
of social, economic, and political factors, and affected various groups and communities in Canada in different ways .
Why is it important to consider a variety of per- spectives when analysing events, trends, or develop- ments from this period?
How did colonialism continue to have an impact on Indigenous individuals and communities in Canada during this period?
In what ways did events during this period reflect Canadians’ views on human rights? Did the Canadian government respect the human rights of all people during this period? What impact did events during this period have on Canada’s response to later human rights issues?
C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)
This was a period of strained and shifting relationships between different communities in Canada as well as between Canada and other countries .
C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)
The actions of various individuals and communities had a major impact on the continuing development of Canada during this period .
Grade 10, Academic
Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B–E.
Strands B–E
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