Page 146 - 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
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American cultural industries, the Vietnam War, environmental concerns such as acid rain), and explain their significance
Sample questions: “Which development in Canadian-American relations in this period do you think had the most significance for Canadians? Why?” “Why has the Avro Arrow become a symbol for Canada’s changing relations with the United States?” “What was the DEW Line? What was its significance for Canadian-American relations during this period? What did the establishment of DEW Line stations reveal about attitudes towards Inuit in the Canadian North?”
D3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
D3.1 describe ways in which some individuals, symbols, and/or events during this period contributed to the development of identities, citizenship, and/or heritage in Canada (e.g., individuals: Doris Anderson, George Armstrong, Kenojuak Ashevak, Rosemary Brown, Frank Arthur Calder, Leonard Cohen, Harry Daniels, Tommy Douglas, Terry Fox, Chief Dan George, Daniel G. Hill, Peter Ittinuar, René Lévesque, Norval Morrisseau, Madeleine Parent, Lester B. Pearson, Maurice Richard, Buffy Sainte-Marie, David Suzuki, Pierre Trudeau, Jean Vanier, Gilles Vigneault; events: the convening of the Massey Commission, the demolition of Africville, the 1972 Hockey Summit Series, the first Arctic Winter Games; symbols: the Canadian flag, the Ontario flag)
Sample questions: “What was the significance of Expo ’67 for heritage and identities in Canada?” “In what ways did Viola Desmond contribute to the development of Canadian citizenship?” “Why has Paul Henderson’s goal during the 1972 Hockey Summit Series become an enduring symbol for Canadians?” “Why do you think that certain people or events from this period have become national symbols?” “What values or world views did Buffy Sainte- Marie and Norval Morrisseau express in their art? What were some of the responses to their work?” “What is the significance of the art of the Indigenous Group of Seven?” “When the federal government was deciding which woman should appear on the new $10 bill in 2016, why was Kenojuak Ashevak one of the nominees?”
D3.2 describe some significant developments and/or issues that affected First Nations, Métis, and Inuit communities in Canada during this period (e.g., the forced relocation of a number
of First Nations, Métis, and Inuit communities;
the continuing operation of residential schools; enfranchisement; the Sixties Scoop; challenges related to Aboriginal title and land claims; the White Paper and the“Red Paper”; the founding
of the Assembly of First Nations; the Calder case; the James Bay Project; efforts to secure equality for First Nations women; section 35 of the Constitution; the ongoing use of“Eskimo”identification tags), and explain the impact of these developments/ issues on identities, citizenship, and/or heritage in Canada
Sample questions: “When did status Indians
in Canada gain the right to vote? What was
the significance of this development for First Nations people? For citizenship in Canada?” “What impact did First Nations and Inuit art from this period have on Indigenous and Canadian heritage and identity?” “Why did governments across Canada ‘scoop’ Indigenous children from their parents and put them in foster/adoptive Canadian families? What was the impact on the cultural identity and self- image of these children? What was the impact on the biological families and communities of the children?” “How did inclusion of Métis in section 35 of the Constitution Act affect Métis rights and identity?” “What impact did the federal government’s use of numbered ‘Eskimo’ identification tags have on Inuit identity and heritage?”
D3.3 identify some key social welfare programs in Canada that were created or expanded during this period (e.g., unemployment insurance, family allowance, medicare, old age security), and explain some of their effects, with reference to the everyday lives of people in Canada and to Canadian identities
Sample questions: “What factors led to the creation of the Canada/Quebec Pension Plan? What was the significance of this program for Canadians?” “How important do you think medicare is for Canadian identities?” “What was the 1965 Indian Welfare Agreement? What impact did it have on First Nations people
in Ontario?”
D3.4 describe some key developments in immi- gration and immigration policy in Canada during this period, and assess their significance for Canadian heritage and identities in Canada (e.g., with reference to the points system, origins
of immigrants and refugees, the development of Canada as a multicultural society, cultural festivals)
Sample questions: “What impact did the Canadian Citizenship Act of 1946 have on immigrants to Canada?” “What changes in policy were reflected in the Immigration Act of 1978? What impact did they have on Canadian heritage?”