Page 119 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Sample questions: “Did the Great Depression affect all communities in Canada to the same extent? Who faced the greatest challenges?” “What was the economic impact of the dust- bowl? How did it contribute to the creation of the Canadian Wheat Board?” “What were the consequences of the growth of the pulp and paper industry in the 1930s for First Nations and Métis communities in Canada? Who benefited financially from this industry? Who did not?” “What were the consequences of the boom and bust of the white fox fur trade for Inuit individuals and communities?” “What was the significance of the name ‘Royal Twenty Centers’? How were these public work camps viewed at the time? In what ways, if any, do you think they have influenced attitudes towards the unemployed today?” “How were people
in First Nations, Métis, and Inuit communities affected by the growth of companies extracting natural resources during this period? In what ways was the treaty relationship between First Nations and the Crown not honoured as these companies grew?” “What were some ways in which economic progress for some Canadians during this period came at the expense of First Nations, Métis, and Inuit individuals and communities?”
C1.4 describe the main causes of some key political developments and/or government policies that affected Indigenous peoples in Canada during this period (e.g., amendments to the Indian Act; the continuing operation of residential schools;
the Dominion Franchise Act, 1934; the Ewing Commission, 1934–36; provincial Sexual Sterilization Acts; the creation of the Newfoundland Rangers; the Métis Population Betterment Act, 1938; the beginning of the federal government’s use of “Eskimo”identification tags), and assess their impact on First Nations, Métis, and Inuit communities
Sample questions: “What amendments were made to the Indian Act in the 1930s? What
was their impact?” “What impact did the
1939 Supreme Court decision regarding the constitutional status of ‘Eskimos’ have on policy developments affecting Inuit?” “What were the consequences of the Sexual Sterilization Act in Alberta and/or British Columbia for First Nations, Inuit, and Métis in those provinces?” “Why were the powers of Indian agents expanded in the 1930s? What was the impact
of these changes? What do these powers reveal about government attitudes and beliefs about First Nations, Métis, and Inuit during this time?” “Why did governments in Canada develop ‘Indian’ hospitals in the 1920s and 1930s? What were the short- and long-term consequences
of these institutions for Indigenous peoples in
Canada?” “What impact did the struggle for Arctic sovereignty between Canada and the United States during this period have on Inuit communities?” “What were the consequences of voting restrictions for First Nations men and women? How did this impact the political influence of First Nations communities?”
C1.5 describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., Mackenzie King’s Five Cent speech; the formation of the Cooperative Commonwealth Federation or Social Credit; the establishment of the Canadian Broadcasting Corporation [CBC] or the National Film Board [NFB]; provincial Sexual Sterilization Acts; social welfare policies; the Dominion Elections Act, 1938; Quebec women receiving the vote; wartime propa- ganda; the decision to intern Japanese Canadians; the 1944 Racial Discrimination Act), and assess their impact on non-Indigenous groups in Canada
Sample questions: “What are some factors that contributed to the development of new political parties during the Great Depression? What social and political values were reflected in these new parties?” “What was the historical context for Maurice Duplessis’s Padlock Act? What impact did the act have on the civil liberties of various groups in Quebec during this period?”
C2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
C2.1 analyse some significant ways in which people in Canada, including First Nations, Métis, and Inuit individuals and communities, cooperated and/or came into conflict with each other during this period (e.g., the Antigonish movement; the League for Social Reconstruction; the riot at Christie Pits; internment camps for “enemy aliens”; Christie v. York, 1940; participation of First Nations, Métis, and Inuit soldiers in World War II; the founding of the Canadian Brotherhood of Sleeping Car Porters), with a focus on explaining key issues that led to those interactions and/or changes that resulted from them
Sample questions: “What were the goals of the eugenics movement? How effective was the movement in pursuing these goals?” “What were some of the intended and unintended consequences of the On-to-Ottawa Trek?” “Was the Métis Population Betterment Act (1938) an example of continuity or change in
CANADA, 1929–1945
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Canadian History since World War I
CHC2D