Page 142 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
pulp and paper industry in the 1930s for First Nations and Métis communities in Canada? Who benefited financially from this industry?” “What were some ways in which people in First Nations, Métis, and Inuit communities were affected by the growth of companies extracting natural resources during this period?”
C1.4 describe the main causes of some key political developments and/or government policies that had an impact on Indigenous people in Canada during this period (e.g., amendments to the Indian Act; the continuing operation of residential schools; the Dominion Franchise Act, 1934; provincial Sexual Sterilization Acts; the creation of the Newfoundland Rangers; the Métis Population Betterment Act, 1938; the beginning of the federal government’s use of“Eskimo”identification tags), and explain how they affected the lives of First Nations, Métis, and Inuit individuals and communities
Sample questions: “What were the consequences of provincial Sexual Sterilization Acts for First Nations, Métis, and Inuit individuals and communities?” “How did the continued operation of residential schools affect First Nations, Métis, and Inuit individuals and communities in Canada during this period?” “What developments led to Inuit becoming a federal responsibility in 1939? What were some of the consequences of this change for Inuit individuals and communities?” “How did the powers of Indian agents change in the 1930s? What impact did their powers have on the lives of people in First Nations communities?” “Why did governments in Canada develop ‘Indian’ hospitals in the 1920s and 1930s? What were the consequences of these institutions for Indigenous peoples in Canada?”
C1.5 describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., the development of new political parties; R. B. Bennett’s social welfare policies; the passing of the Padlock Act
in Quebec; victory bonds; government policies on wartime rationing, propaganda, and censorship;
the decision to intern Japanese Canadians during World War II), and explain how they affected the lives of non-Indigenous people in Canada
Sample questions: “Why did the government invoke the War Measures Act during World War II? What effect did it have on the lives of people in Canada?” “Why did the Alberta and British Columbia governments force some people with disabilities to undergo sterilization?”
C2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
C2.1 identify some significant ways in which people in Canada, including First Nations, Métis, and Inuit individuals and communities, cooperated and/or came into conflict with each other during this period (e.g., the founding of the Canadian Brotherhood of Sleeping Car Porters; the On-to-Ottawa Trek; antisemitic and racial conflicts such as the riot in Christie Pits or those related to the ruling by the Supreme Court in the Christie case [1940]; the hostility towards some ethnocultural minorities during World War II; changes to the Métis Population Betterment Act, 1938, that increased government control), and explain
their impact on different people in Canada
Sample questions: “Why did the Great Depression increase race-based tensions in Canada?” “What were the major concerns of people involved in the Antigonish movement? How did they address these concerns? What changes did they bring about? Which changes had the greatest impact on Canadians?”
C2.2 explain 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 prohibition and rum running; the Statute of Westminster, 1931; placing high tariffs on American magazines; trade and other economic ties; military involvement in World War II; Arctic sovereignty)
Sample questions: “Why did prohibition in the United States strain the relationship between Canada and the United States?” “Why did Canada train Commonwealth pilots during World War II? What does the air training program tell you about the relationship between Canada and Great Britain?” “How did the lives of Inuit change during this period as a result of the struggle for Arctic sovereignty between Canada and the United States?”
C2.3 describe 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; Indigenous communities that supported the war effort and those that did not; 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)
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