Page 120 - 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 relationship between the Métis and the Canadian government? What evidence supports your position?” “Why was there an increase in race-based tensions and violence during
this time period? What were some of the consequences of these conflicts?”
C2.2 analyse how some key issues and/or developments affected Canada’s relationships with Great Britain and the United States during this period (e.g., with reference to trade, tariffs, and investments; the founding of the Commonwealth; the Imperial Conferences; the Lend-Lease Agreement; military involvement in World War II; Arctic sovereignty)
Sample questions: “What changes to Canada’s relationship with Great Britain resulted from the Statute of Westminster?” “What impact did American prohibition have on relations between Canada and the United States?”
C2.3 explain the main causes of World War II (e.g., economic hardship in Germany produced by the Treaty of Versailles and economic depression; invasions by fascist Italy, Nazi Germany, and imperial Japan; the inadequacy of the League
of Nations to address international crises), and analyse Canada’s contribution to the war effort (e.g., with reference to the Battle of the Atlantic, the Battle of Hong Kong, the Italian campaign, D-Day, the liberation of the Netherlands, the liberation of concentration camps, the British Commonwealth Air Training Plan, Camp X; the contribution of individuals such as Paul Triquet and Charles Tompkins; the contributions of women and of Indigenous soldiers)
Sample questions: “What was the merchant navy? What contribution did it make to the Allied war effort?” “What was Camp X? Why was it given that name?” “In what ways was Canada’s contribution to World War II different from its contribution to World War I? In what ways was it similar?” “What are some ways
in which Cree Code Talkers contributed to the war effort?”
C2.4 explain some ways in which World War II affected First Nations, Métis, and Inuit individ- uals and communities in Canada (e.g., with reference to enlistment, military, and post-military experiences; experiences on the home front; the War Measures Act), including how the war changed their lives (e.g., with reference to Indigenous communities that supported the war effort and those that did not; women on the home front; appropriation of reserve lands by the
Department of National Defence; the Veterans’ Land Act, 1942; loss of Indian status for enlisted men and their families)
Sample questions: “What was the impact of the war on the Kettle and Stoney Point Nation in Ipperwash, Ontario?” “How was the treatment of First Nations, Métis, and Inuit veterans after World War II similar to and/or different from their treatment after World War I?” “What were some of the consequences for First Nations, Métis, and Inuit of their participation in
World War II?”
C2.5 explain some ways in which World War II affected non-Indigenous Canadians (e.g., with reference to economic recovery, enlistment, censor- ship, rationing), including how the war changed the lives of various groups in this country (e.g., young men who fought and those who did not; farmers; women in the workforce and at home; “enemy aliens”; veterans, including men who were in the merchant navy)
Sample questions: “Who is the ‘Bren Gun Girl’? What does her image tell you about the role of some Canadian women during the war? In what ways was their role similar to or different from the role of women in World War I?” “How did the lives of some Japanese Canadians change as a result of the war?”
C3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C3.1 describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period (e.g., R. B. Bennett, Norman Bethune, Therèse Casgrain, Moses Coady, Lionel Conacher, the Dionne quintuplets, Maurice Duplessis, Foster Hewitt, Mackenzie King, Dorothy Livesay, Elsie MacGill, Francis Pegahmagabow, Tommy Prince, Sinclair Ross, Kam Len Douglas Sam, Portia May White; the Antigonish movement, the CBC, the Edmonton Grads), and assess the significance
of these contributions for the development of identities, citizenship, and/or heritage in Canada
Sample questions: “What criteria might you use to assess the importance of the NFB to Canadian heritage?” “Why is there controversy around the contribution of Emily Carr to identities in Canada?” “What impact did the Hudson’s Bay Company have on First Nations, Métis, and Inuit culture during this period?”
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