Page 122 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Academic
D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis,
and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)
D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982, and the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)
D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
D1.1 analyse historical statistics and other primary sources, including oral traditional knowledge, to identify some key demographic trends and developments in Canada during this period (e.g., with reference to the sources and numbers of postwar immigrants and/or refugees, the arrival
of war brides, continued urbanization and the growth of suburbs, changes in birth rates and life expectancy, patterns in interprovincial migration, the development of teen subcultures, the changing status of established ethnocultural groups, the growth of settlement in the High Arctic), and assess the consequences of these trends and developments for people in Canada, including First Nations, Métis, and Inuit communities
Sample questions: “What types of sources might you consult to analyse the extent of suburban development during this period?” “What were the short-term effects of the baby boom? In what ways is the baby boom still affecting Canada and Canadians today?” “What factors affected the reliability and validity of statistics on First Nations, Métis, and Inuit populations at this time?”
D1.2 identify some major developments in science and technology and applications of scientific/ technological knowledge during this period (e.g., developments in aeronautics, including the Avro Arrow; automatic postal sorters; goalie masks; developments in contraception, nuclear energy, plastics; medical developments such as thalidomide and pacemakers; television; radio communication in the Far North; developments
in space technology such as satellites and the Canadarm), and assess their significance for different individuals, groups, and/or commun- ities in Canada, including First Nations, Métis, and/or Inuit individuals and/or communities
Sample questions: “What criteria might you use to determine the significance of the invention of safety paint?” “What was the purpose of thalidomide? What was its unintended effect?” “What types of societal changes arose from developments in television and other communi- cations technologies during this time period?” “What new technological developments led to the creation of the DEW Line? Was the creation of the DEW Line a turning point for Inuit in Canada? Why or why not?” “What impact did innovations in snowmobiles have on different groups during this period?” “What impact did insecticide use have on different groups during this period?” “What was the impact of satellite communication on peoples in northern Canada?”
D. CANADA, 1945–1982 OVERALL EXPECTATIONS
By the end of this course, students will:
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