Page 123 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

D1.3 describe some key trends and developments in the Canadian economy during this period (e.g., the Rand decision and the growth of unions; the rise of consumerism and the popularization of credit cards; the continuing expansion of branch plants, particularly of American corporations, in Canada and the formation of the Foreign Investment Review Agency; the Hudson’s Bay Company’s becoming the primary supplier of Inuit art; the development of mining in northern Canada; the energy crises of the 1970s; stagflation; recession), and explain their impact on different individ- uals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities
Sample questions: “In what ways did the Auto Pact change the Canadian auto industry?” “What were some instances of labour unrest in this period? Why might unions in this period have been more successful in pursuing their goals than they had been earlier in the century?” “Why were some communities in northern Ontario dependent on the mining industry during this period? What was the impact of such dependence?” “What impact did the development of the James Bay Project have on the lives of First Nations and Inuit individuals and communities?” “How did the opening of mines during the Rankin Inlet boom in 1953 affect Inuit individuals and/or communities?”
D1.4 describe some key political developments and/or government policies that affected Indigenous peoples in Canada during this period (e.g., the continuing use of numbered identification tags for Inuit; Inuit and status Indians gain the right to vote; the 1969 White Paper; the inclusion of Métis and Inuit as“Aboriginal people”in section 35 of the Constitution Act, 1982), and assess their significance for First Nations, Métis, and Inuit individuals and communities
Sample questions: “How was the Indian Act amended in 1951? Do you think these amend- ments were an example of progress for First Nations peoples? Why or why not?” “How did Inuit sled dog killings by the RCMP during this period affect Inuit culture and ways of life? What do the slayings reveal about the Canadian government’s attitude towards Inuit?” “Did the 1972 federal policy paper ‘Indian Control of Indian Education’ improve education for First Nations, Métis, and Inuit children? Why, or why not?”
D1.5 describe some key political developments and/or government policies in Canada during this period (e.g., government responses to the Red Scare/Cold War; Newfoundland’s joining Confederation; social welfare legislation; the
establishment of the Massey Commission or the Royal Commission on the Status of Women; the founding of the New Democratic Party; revisions to the Immigration Act; the decision to invoke the War Measures Act in 1970; the Canadian Charter of Rights and Freedoms; the establishment of Environment Canada), and assess their significance for different non-Indigenous groups in Canada
Sample questions: “What, if anything, changed in Newfoundland after it became a province
of Canada?” “What factors contributed to the decision to adopt a new flag for Canada? What was the significance of adopting a new flag? What was the significance of its design?”
D1.6 analyse the impact on the lives of Canadians of key social welfare programs that were created or expanded during this period (e.g., unemploy- ment insurance, family allowance, medicare, the Canada and Quebec Pension Plans, old age security, social assistance)
D2. Communities, Conflict, and Cooperation
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
D2.1 describe some significant instances of social conflict and/or inequality in Canada during this period, with reference to various groups and communities, including First Nations, Métis, and Inuit communities (e.g., the Asbestos Strike in Quebec; the Richard Riot; racial segregation; the Sixties Scoop; the October Crisis and the imposition of the War Measures Act; protests against the war in Vietnam or the James Bay Project; conflict over the National Energy Program, Aboriginal title and land rights, or the patriation of the constitution; the Coppermine Tent Hostel), and analyse them from multiple perspectives
Sample questions: “What were the positions
of Africville residents, municipal politicians in Halifax, and other groups on the expropriation of Africville? How might you explain differences in these points of view?” “What was the Sixties Scoop? What was the goal of this policy? How did Indigenous people view this policy? How were Indigenous people affected by this policy? Do you think this policy was a continuation
of earlier government policies targeting First Nations, Metis, and/or Inuit children? Why or why not?” “What do you think were the most fundamental points of disagreement between federalists and Quebec nationalists in this period? Why?”
CANADA, 1945–1982
121
Canadian History since World War I
CHC2D