Page 138 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Applied
B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1914 and 1929, and assess how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Historical Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: describe some key interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and explain their effects (FOCUS ON: Cause and Consequence)
B3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, and domestic and international events contributed to the development of identities, citizenship, and/or heritage in Canada between 1914 and 1929 (FOCUS ON: Continuity and Change; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B1.1 describe some key social developments
in Canada during this period (e.g., changes in immigration, the broadening of citizenship rights for many women, the treatment of“enemy aliens” during World War I, the challenges facing returning veterans, the rise of the flapper in popular culture), and assess their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit communities
Sample questions: “Were First Nations, Métis, and Inuit women represented in the women’s suffrage movement? Did the victories of this movement during and after World War I mean that all Canadians had the right to vote?” “What impact did the growth of ethnic neighbourhoods in Canadian cities have
on the ways of life of people living in those neighbourhoods?”
B1.2 identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and explain their significance for different people in Canada, including First Nations, Métis, and/or Inuit individuals and communities (e.g., the
impact that military technology such as the Ross rifle had on Canadian soldiers in World War I; the significance of developments in transportation such as airplanes and automobiles for rural Canadians or people involved in manufacturing; the impact of the development of insulin on Canadians with diabetes)
Sample questions: “What impact did the use
of chemical weapons have on soldiers in World War I?” “Did the mass production of automobiles affect all Canadian youth in the same way?” “What role did radio play in the everyday lives of people during this time?” “What was the purpose behind government exploration in
the Arctic during this period? How did such exploration affect Inuit communities?” “What are some ways in which the Canadian Arctic Expedition of 1913–18 benefited from Inuit scientific and technological knowledge?”
B1.3 describe some key economic trends and developments in Canada during this period (e.g., with reference to the wartime economy, postwar recession, consumerism, trends in the whaling and fur industries in the Canadian North), and explain their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities
Sample questions: “What was the significance of the consumerism of the 1920s? Did it affect all Canadians the same way?” “What impact did rising prices have on the lives of different
B. CANADA, 1914–1929 OVERALL EXPECTATIONS
By the end of this course, students will:
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