Page 116 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
the King-Byng affair; the activities of the Ku Klux Klan and/or the Orange Order of Canada), and analyse some of their causes and consequences
Sample questions: “What were the intended and unintended consequences of Regulation 17?” “What were the most significant causes of
the Winnipeg General Strike? What were its short- and long-term consequences?” “What prompted the federal government to amend the Criminal Code to prevent ‘unlawful associations’? For what purposes was this law used?”
B2.4 explain the goals and accomplishments of some groups, organizations, and/or movements in Canada, including First Nations, Métis, and Inuit organizations and/or movements, that contributed to social and/or political cooperation during this period (e.g., the Union government, the One Big Union or other labour unions, the Maritime Rights movement, the League of Indians, the Métis Nation of Alberta, temperance organiza- tions, the United Farmers of Ontario, women’s suffrage organizations, the Famous Five, the Black Cross nurses)
Sample questions: “How did the federal government react to F. O. Loft and the creation of the League of Indians of Canada? What does this reaction tell you about the relationship between the federal government and First Nations people at this time? What impact did the League of Indians have on the lives of Indigenous peoples in Canada?” “What social and economic conditions motivated the social gospel movement? What impact did the movement have on people’s lives? How much political influence did it have?” “What Inuit political organizations existed during this period? What were their goals? What impact did they have?”
B2.5 describe how the residential school system and other government policies and legislation, as well as the attitudes that underpinned them, affected First Nations, Métis, and Inuit individ- uals and communities during this period
(e.g., with reference to mandatory attendance at residential schools; provincial day schools, training schools; amendments to the Indian Act to prohibit First Nations from hiring legal counsel to pursue
land claims; limitations on voting rights; the pass system; racist attitudes underlying government policies), and explain some of their long-term consequences
Sample questions: “What were the educational experiences of First Nations and Métis children during this period? How did the experiences of children in residential schools differ from the experiences of children in training schools and in public schools?” “Why was the Indian Act amended in 1924 to transfer federal government
responsibility for Inuit to the Department of Indian Affairs? Why was this amendment short lived? What do these changes reveal about the government’s attitudes towards Inuit?” “In what ways were the Indian Act amendments during this time a reflection of attitudes towards First Nations, Metis, and Inuit individuals and communities?”
B2.6 describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period (e.g., with reference to racism and antisemitism, segregation, discrimination in jobs and housing, restrictions imposed by the Chinese Immigration Act of 1923, groups helping new immigrants), and explain their impact
Sample questions: “What attitudes are reflected in the treatment of British Home Children in Canada during this period? Why did former Home Children later seek an apology from the Canadian government?” “In what ways was the No. 2 Construction Battalion a reflection of attitudes towards African Canadians?”
B3. Identity, Citizenship, and Heritage
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
B3.1 explain how some individuals, groups, and/or organizations contributed to Canadian society and politics during this period and
to the development of identities, citizenship, and/or heritage in Canada (e.g., with reference to Frederick Banting, Napoléon Belcourt, Billy Bishop, Robert Borden, Samuel Bronfman, Arthur Currie, Marie Lacoste Gérin-Lajoie, F. O. Loft, Agnes Macphail, Masumi Mitsui, J. S. Woodsworth; the League of Indians, rum runners, the Trades and Labour Congress of Canada, the Vandoos, the Woman’s Christian Temperance Union)
Sample questions: “What prompted Peter Henderson Bryce to write The Story of a National Crime: An Appeal for Justice to the Indians of Canada? What contribution did
this volume make? Why?” “In what ways did the Royal Canadian Mounted Police (RCMP) contribute to the development of Canadian heritage and identities? In what ways did the RCMP impact the development of First Nations, Métis, and Inuit heritage and identities?” “What impact did Henri Bourassa have on the develop- ment of French-Canadian identity?” “In what ways did the work of Nellie McClung and other women’s rights activists challenge notions of citizenship in Canada?”
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