Page 143 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Sample questions: “What was the impact of the war on the Kettle and Stoney Point Nation in Ipperwash, Ontario?” “What are some ways
in which Cree Code Talkers contributed to the war effort?” “What are some ways in which the treatment of First Nations, Métis, and Inuit veterans after World War II was similar to and/or different from their treatment after World War I?”
C2.4 describe some ways in which World War II changed the lives of various non-Indigenous groups in Canada (e.g., with reference to economic recovery; rationing; the experiences of young men enlisting in the armed services, munitions workers, farmers, men in the merchant marine, women, Japanese Canadians)
Sample questions: “Which groups were interned in Canada during the war? How did this treat- ment change their lives?” “What opportunities opened to women in Canada as a result of the war?”
C3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C3.1 describe how some individuals, organizations, and symbols contributed to the development of identities, citizenship, and/or heritage in Canada during this period (e.g., individuals:
R. B. Bennett, Norman Bethune, Emily Carr, the Dionne quintuplets, Maurice Duplessis, Foster Hewitt, Mackenzie King, Guy Lombardo, Elsie MacGill, Tommy Prince; organizations: the Canadian Broadcasting Corporation [CBC],
the Edmonton Grads, the National Film Board; symbols: the Bennett buggy, the Bren Gun Girl)
Sample questions: “How did the CBC contribute to heritage and identities in Canada during this period?” “Why is the Bennett buggy a symbol of the Great Depression? Do you think it is an appropriate symbol? Why or why not?” “What are some ways in which the Hudson’s Bay Company had an impact on First Nations, Métis, and Inuit culture during this period?”
C3.2 describe responses of Canada and people
in Canada to some major international events and/or developments that occurred between 1929 and 1945, including their military response to World War II (e.g., the Red Scare, the Holodomor, the Nanking Massacre, aggression by Nazi Germany, the Battle of Hong Kong, the Holocaust, D-Day, the Manhattan Project, the liberation of the Netherlands; the contributions of individuals such as Norman Bethune or Paul Triquet), and explain the significance of these responses
for identities and/or heritage in Canada
Sample questions: “How did different groups in Canada respond to the rise of the Nazis? What social attitudes and values are reflected in those responses?” “Why did the Canadian government refuse to allow the SS St Louis entry into Canada?” “Why does the Netherlands send thousands of tulip bulbs to Canada every year?” “In what ways was the internment of Japanese Canadians in World War II similar
to and/or different from the forced attendance of First Nations, Métis, and Inuit children in residential schools?”
C3.3 explain the significance of the Holocaust
for Canada and people in Canada (e.g., with reference to antisemitism in Canada in the 1930s and 1940s, Canada’s reaction to anti-Jewish persecution in Nazi Germany, the role of Canadians in liberating Nazi concentration camps and death camps, postwar refugee policy and attitudes towards survivors, the evolution of human rights and anti–hate crime legislation)
Sample questions: “Do you think that the Holocaust affected Canadians’ views about Canada’s treatment of First Nations, Métis, and Inuit in this country?” “When you look at paintings by Canadian war artists made during the liberation of Nazi concentration and death camps, what impact do you think they would have had on people in Canada?”
CANADA, 1929–1945
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Canadian History since World War I
CHC2P