Page 148 - 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
E1.3 describe some key trends and developments in the Canadian economy since 1982 (e.g., the decline of the manufacturing sector and fisheries, developments in the information economy, free trade, recessions, the development of the energy sector in western and Atlantic Canada, the European Union ban on sealskin products, food insecurity in the Far North), and explain their impact on different people in Canada, including First Nations, Métis, and Inuit individuals and communities
Sample questions: “What impact has the decline of the manufacturing sector had on workers in Canada?” “How has the development of online retail and resulting competition affected different groups of Canadians? Which industries and personal practices have changed as a result of this development?” “What are some resource- extraction projects that have had an impact on First Nations, Metis, and Inuit communities in this time period? What are some ways in which these projects have affected Indigenous peoples?” “What role has ecotourism played in various First Nations and Inuit communities?” “How has the fluctuating price in oil affected the lives of people who work in that industry? What impact has it had on the communities that depend on the oil industry?”
E1.4 describe some key political developments and/or government policies that have affected Indigenous peoples in Canada since 1982 (e.g., the creation of Nunavut; Bill C-31 amending the Indian Act; the Royal Commission on Aboriginal Peoples; the Truth and Reconciliation Commission; the 2016 Canadian Human Rights Tribunal decision regarding inequalities in funding for child welfare for First Nations children; the National Inquiry into Missing and Murdered Indigenous Women and Girls; the United Nations Declaration on the Rights of Indigenous Peoples), and assess their impact on the lives of First Nations, Métis, and Inuit individuals and communities
Sample questions: “Do you consider the estab- lishment of National Aboriginal Day in 1996 a historically significant event in First Nations, Métis, and Inuit history? In Canadian history? Why, or why not?” “What are some ways in which the residential school system continues to affect the lives of First Nations, Metis, and Inuit individuals and communities in Canada?” “What impact have changes to the Indian Act during this period had on the lives of some First Nations women and their children?” “What are some ways in which the 2 per cent federal funding cap for programs and services on First Nations reserves, which was in effect for nineteen years, has had an impact on the housing, water, education, and infrastructure
in First Nations communities?”
E1.5 describe some key political developments and/or government policies in Canada since 1982 (e.g., the Canada-U.S. Free Trade Agreement and/or the North American Free Trade Agreement, new political parties such as the Reform Party and the Green Party, the introduction of the Goods and Services Tax and/or the Harmonized Sales Tax, fishing moratoria, the Montreal Protocol, the Kyoto Accord, the Civil Marriage Act, legislation related to developments in communications technology), and assess their impact on the lives of different non-Indigenous people in Canada
Sample questions: “How has the moratorium on cod fishing affected the lives of people in Atlantic Canada?” “How have governments in Canada responded to the issue of cyberbullying?” “How have governments in Canada responded to issues around texting when driving and/or other forms of distracted driving?”
E2. Communities, Conflict, and Cooperation
FOCUS ON: Continuity and Change
By the end of this course, students will:
E2.1 describe some significant issues and/or developments that have affected the relationship between Quebec and the federal government since 1982 (e.g., the Meech Lake and/or Charlottetown Accords, the creation of the Bloc Québécois, the 1995 referendum, the Clarity Act, the Calgary Declaration), and explain some changes which have resulted from them
Sample questions: “What was the purpose of the Meech Lake Accord? Why did Elijah Harper vote against the accord? What did Harper’s vote reveal about the perspectives of Indigenous people on Quebec sovereignty? How did the accord’s defeat change the relationship between Quebec and Ottawa?”
E2.2 describe some significant issues and/or developments that have affected relations between the federal/provincial governments and First Nations, Métis, and Inuit individuals and communities since 1982 (e.g., the Meech Lake Accord; disputes over land at Oka, Ipperwash, and/or Caledonia; the Nisga’a Final Agreement, 1998; Ottawa’s apology for the residential school system; the creation of Nunavut; the New Credit Settlement; the Idle No More movement; the Indian Residential Schools Settlement Agreement; the Qikiqtani Truth Commission; the Daniels decision, 2016; the Métis Nation of Ontario Secretariat Act, 2015; living conditions on First Nations reserves; the Truth and Reconciliation Commission’s calls
to action), and explain some changes that have resulted from them
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