Page 114 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Academic
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)
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)
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)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
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SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B1.1 analyse historical statistics and other primary sources, including oral traditional knowledge, to identify major demographic trends in Canada between 1914 and 1929 (e.g., trends related to immigration to Canada; First Nations, Métis, and Inuit populations; migration between provinces and to urban centres; the number of women in the labour force and the type of work they performed; birth rates or life expectancy), and assess the significance of these trends for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
Sample questions: “When you analyse census data, what do you think is the most significant trend in the Canadian population between 1914 and 1929? Why? Did this trend affect all people in Canada?” “What trends do you see with respect to birth rates among different groups
in Canada?” “Is statistical information on Indigenous communities and individuals during this period reliable and valid? Why or why not?” “From the perspective of First Nations, Métis, and Inuit, why is the 1921 census flawed?” “Why did many Métis people choose not to publicly identify as Métis during this period? What was the significance of this decision?”
B1.2 identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and/or Inuit individuals and/or communities (e.g., the impact of: new military technologies on Canadian soldiers; developments in mechanization on Canadian farmers; developments in transportation and communication, such as those related to cars, radios, or motion pictures, on the recreational activities of some Canadians; insulin and/or other medical developments on the health of people
in Canada)
Sample questions: “What criteria might you use to determine the significance of a scientific or technological development? Using these criteria, which development during this time period do you think was the most significant? Why?” “How did the application of advances in film and photography during this period influence the ways in which Indigenous people were perceived, both within Canada and elsewhere in the world? How did the film Nanook of the North affect the way Inuit were perceived? Whose perspective did the film reflect?” “How did the Canadian Arctic Expedition of 1913–18 benefit from Inuit scientific and technological knowledge?”
B. CANADA, 1914–1929 OVERALL EXPECTATIONS
By the end of this course, students will: