Page 141 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

C. CANADA, 1929–1945 OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1929 and 1945, and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Cause and Consequence)
C2. Communities, Conflict, and Cooperation: describe some significant interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, and explain what changes, if any, resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, symbols, and events, including some major international events, contributed to the development of identities, citizenship, and/or heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Context
FOCUS ON: Cause and Consequence
By the end of this course, students will:
C1.1 identify some key social developments in Canada during this period (e.g., increasing levels of poverty, the dislocation of farm families on the Prairies, the increasing influence of American culture, northern Indigenous people becoming more reliant on European material goods), and explain their main causes as well as their impact on the lives of people in Canada, including First Nations, Métis, and Inuit communities
Sample questions: “Why did immigration rates and birth rates decline in the 1930s?” “What impact did high unemployment and poverty rates have on people in Canadian cities?” “What were the consequences for Inuit communities of the continued growth of non-Indigenous settlement in the North?”
C1.2 identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and assess their impact on the lives of people
in Canada, including First Nations, Métis,
and/or Inuit individuals and communities (e.g., the impact of Pablum on children’s health, of developments in aeronautics and radar on Canada’s armed forces during World War II, of the mining of radium/uranium on Indigenous individuals and communities in the North)
Sample question: “What impact did medical advances such as the development of penicillin and improvements in blood transfusions have on Canadian forces during World War II?”
C1.3 describe some key economic trends and developments in Canada during this period (e.g., individuals and corporations buying on margin, the stock market crash of 1929, job losses and high unemployment, the creation of public work camps and government relief, the boom
and bust of the white fox fur trade), and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities
Sample questions: “What do the high unemploy- ment rates of the 1930s tell you about life in Canada during this period?” “What were ‘Bennett buggies’? What do they tell you about the impact of the economic crisis of the 1930s on some Canadians?” “What impact did World War II have on the Canadian economy?” “What were some consequences of the growth of the
CANADA, 1929–1945
139
Canadian History since World War I
CHC2P