Page 149 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Sample questions: “What progress has been made with respect to Aboriginal land claims since 1982?” “What was the significance of the Royal Commission on Aboriginal Peoples?” “What was the Marshall decision? How has it affected the way Canadians view Indigenous rights?” “What are some ways in which the relationship between the federal/provincial governments and Indigenous people has begun to change as a result of the Truth and Reconciliation Commission’s calls to action?” “Why was the appointment of Justin Trudeau’s cabinet in 2015 historically significant for First Nations, Métis, and Inuit people?”
E2.3 describe some significant issues and/or developments that have affected the relationship between Canada and the United States since 1982 (e.g., cruise missile testing, the softwood lumber conflict, free trade agreements, Canadian cultural nationalism, American branch plants, Arctic sovereignty, 9/11, border security, the Omar Khadr case), and explain some changes that have resulted from them
Sample question: “What changes in the relationship between Canada and the United States resulted from 9/11?”
E3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
E3.1 describe ways in which some individuals and organizations have contributed to society and politics and to the development of identities, citizenship, and/or heritage in Canada since 1982 (e.g., Lincoln Alexander, Louise Arbour, Shawn Atleo, Maude Barlow, Tony Belcourt, Cindy Blackstock, Lucien Bouchard, June Callwood, Jean Chrétien, Matthew Coon Come, Romeo Dallaire, Phil Fontaine, Stephen Harper, Michaëlle Jean, Craig Kielburger, Shannen Koostachin, Brian Mulroney, Jeanne Sauvé, Murray Sinclair, Jean Vanier; the Assembly of First Nations, Inuit Tapiriit Kanatami, the Reform Party, the Romanow Commission)
Sample questions: “What are some of the contri- butions Stephen Lewis has made to Canadian society and politics and to Canadian identity?” “What action has Shannen Koostachin taken to raise public awareness of the realities facing Indigenous youth attending federally funded schools on reserves?”
E3.2 describe ways in which individuals, organiz- ations, and/or events have contributed to the arts and/or popular culture in Canada since 1982 (e.g., Susan Aglukark, Donovan Bailey, Adam Beach, Edward Burtynsky, Austin Clarke, Sidney Crosby, Celine Dion, Drake, Michael J. Fox, Nelly Furtado, Waneek Horn-Miller, Karen Kain, Wab Kinew, K’naan, Avril Lavigne, Rick Mercer, Michael Ondaatje, Jordin Tootoo, Shania Twain, Hayley Wickenheiser; A Tribe Called Red, Arcade Fire, Digging Roots, the NHL, the Tragically Hip; the Calgary Stampede, Caribana [Caribbean Carnival], the Calgary and Vancouver Olympics, Cirque du Soleil, Indspire Awards), and explain their significance for cultural identities, including multiculturalism, in Canada
Sample questions: “What did the opening
and closing ceremonies at the Vancouver Olympics reveal about Canadian identity? Did the ceremonies put forward accurate portrayals of Canada and people in Canada? Why might some communities have been offended by these ceremonies?” “What can the humour of Howie Miller teach non–First Nations Canadians about First Nations issues?”
E3.3 explain the significance of responses by Canada and Canadians to some key international events and/or developments since 1982 (e.g., the Gulf War; events in Bosnia, Somalia, Rwanda, Syria; the War on Terror and the mission in Afghanistan; famine in Ethiopia; the AIDS crisis; the refugee crisis in Darfur; natural disasters such as the Indian Ocean tsunami or the earthquake
in Haiti; climate change)
Sample questions: “What was Canada’s involvement in Rwanda during the time of
the genocide? What effect did this involvement have in Rwanda, Canada, and internationally?”
E3.4 describe some of the ways in which Canada and people in Canada have, since 1982, acknowledged the consequences of and/or commemorated past events, with a focus on human tragedies and human rights violations that occurred in Canada or elsewhere in the world (e.g., apologies for the Chinese head tax, the internment of Japanese Canadians, and/or
the residential school system; memorial days such as Remembrance Day, Persons Day; government recognition of the Holocaust and Holodomor and of genocide in Armenia, Rwanda, and/or Srebrenica; the creation of the Canadian Museum for Human Rights and/or the memorial to Africville; Black History or Aboriginal History Month; Jordan’s Principle), and explain the significance of
these acknowledgments/commemorations
for identities and/or heritage in Canada
CANADA, 1982 TO THE PRESENT
147
Canadian History since World War I
CHC2P