Page 144 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Applied
D1. Social, Economic, and Political Context: describe some key social, economic, and political trends, events, and developments in Canada between 1945 and 1982, and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Continuity and Change)
D2. Communities, Conflict, and Cooperation: describe some key developments that affected interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1945 to 1982, and assess their significance (FOCUS ON: Historical Significance; Historical Perspective)
D3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, and social and political developments and/or events contributed to the development of identities, citizenship, and/or heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political Context
FOCUS ON: Continuity and Change
By the end of this course, students will:
D1.1 describe some key demographic trends and developments in Canada during this period (e.g., the origins of immigrants and refugees, the arrival of war brides, the baby boom, the growth of suburbs, increased urbanization, the changing status of established ethnocultural groups, the growth of settlement in the High Arctic), and compare them to trends/developments earlier in the century
Sample questions: “What was new about
the teen subcultures that developed in some communities after World War II? In what ways were the lives of some youth in the 1950s and 1960s different from those who lived in the 1920s?” “What are some Indigenous commun- ities that were relocated during this time? Why were they moved? How were these relocations similar to and/or different from those earlier in the century?”
D1.2 identify some major developments in science and/or technology during this period, and explain how they changed the lives of people
in Canada, including First Nations, Métis and/or Inuit individuals and communities (e.g., the popularization of television changed recreational
habits; developments in medicine contributed to increased life expectancy; the development and use of satellites expanded communications across the country; innovations in the design of the snowmobile changed the way many people in rural and northern Canada travelled in the winter; the advent of com- mercial fertilizers and pesticides helped farmers but also had consequences for the environment; the creation of the DEW Line changed the way of life of many Inuit)
Sample questions: “What types of changes arose from developments in computers in this period?” “How did developments in plastics during this time affect people’s lives?” “What was the impact of satellite communication on peoples in northern Canada?”
D1.3 describe some key trends and developments in the Canadian economy during this period (e.g., postwar consumerism, branch plants, the Auto Pact, the energy crisis of the 1970s, labour unrest), and assess how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities
Sample questions: “What impact did the energy crisis have on the auto industry in Canada? How did it change the lives of Canadians?” “What was the James Bay Project? What impact did it have on the lives of First Nations, Métis, and Inuit in Quebec?” “Why did the Hudson’s Bay Company become the primary supplier of Inuit art during this time period? On balance,
D. CANADA, 1945–1982 OVERALL EXPECTATIONS
By the end of this course, students will:
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