REVISED

2018
The Ontario Curriculum
Grades 9 and 10

Canadian and
World Studies
GEOGRAPHY • HISTORY • CIVICS (POLITICS)
The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility
in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are
accessible to all our employees and to all members of the public we serve. This document, or
the information that it contains, is available, on request, in alternative formats. Please forward
all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095).
CONTENTS
PREFACE 3
Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Supporting Students’ Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INTRODUCTION 6
The Vision and Goals of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . 6
The Importance of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . 9
The Citizenship Education Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Civics (Politics) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Concepts Underlying the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . 13
Indigenous Education in Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Roles and Responsibilities in the Canadian and World Studies Program . . . . . . . . . . . . . . 16

THE PROGRAM IN CANADIAN AND WORLD STUDIES 19

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Strands in the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
The Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Spatial Skills: Using Maps, Globes, and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 30

Basic Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
The Achievement Chart for Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN

AND WORLD STUDIES 38
Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Planning Canadian and World Studies Programs for Students with
Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Environmental Education and Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Une publication équivalente est disponible en français sous le titre

suivant : Le curriculum de l’Ontario – 9e et 10e année – Études canadiennes
et mondiales, 2018

This publications is available on the Ministry of Education website,

at www.ontario.ca/edu
 Healthy Relationships and Canadian and World Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Equity and Inclusive Education in the Canadian and World Studies Program . . . . . . . . . . 48
Financial Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Literacy, Mathematical Literacy, and Inquiry Skills in Canadian and World Studies . . . . 50
Critical Thinking and Critical Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . 52
The Role of the School Library in the Canadian and World Studies Program. . . . . . . . . . . 54
The Role of Information and Communications Technology in the Canadian
and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
The Ontario Skills Passport: Making Learning Relevant and Building Skills . . . . . . . . . . . . 56
Education and Career/Life Planning through the Canadian and World
Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . . . . . . . . 57
Planning Program Pathways and Programs Leading to a Specialist High Skills Major . . . . 58
Health and Safety in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . . 58
Ethics in the Canadian and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

COURSES 61
GEOGRAPHY 63
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
The Concepts of Geographic Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
The Geographic Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Issues in Canadian Geography, Grade 9, Academic (CGC1D). . . . . . . . . . . . . . . . . . . . . . . . . . 69
Issues in Canadian Geography, Grade 9, Applied (CGC1P) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

HISTORY 103
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
The Concepts of Historical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
The Historical Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Canadian History since World War I, Grade 10, Academic (CHC2D). . . . . . . . . . . . . . . . . . 107
Canadian History since World War I, Grade 10, Applied (CHC2P) . . . . . . . . . . . . . . . . . . . . 131

CIVICS (POLITICS) 149

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
The Concepts of Political Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
The Political Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Civics and Citizenship, Grade 10, Open (CHV2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

APPENDICES
A. The Goals of Social Studies, Economics, and Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
B. The Citizenship Education Framework (table) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
C. Map, Globe, and Graphing Skills – A Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

GLOSSARY 179
2
PREFACE
This document replaces The Ontario Curriculum, Grades 9 and 10: Canadian and World
Studies, 2013. Beginning in September 2018, all Canadian and world studies courses
for Grades 9 and 10 will be based on the expectations outlined in this document.

This edition of the curriculum includes a revision of the history curriculum,1 developed
in collaboration with First Nations, Métis, and Inuit educators, community members, and
organizations. The revision was undertaken in response to the Truth and Reconciliation
Commission of Canada’s calls to action numbers 62 and 63.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving
individual students the opportunity to choose programs that suit their skills and interests.
The updated Ontario curriculum, in combination with a broader range of learning options
outside traditional classroom instruction, will enable students to better customize their
high school education and improve their prospects for success in school and in life.

The revised curriculum recognizes that, today and in the future, students need to be
critically literate in order to synthesize information, make informed decisions, communicate
effectively, and thrive in an ever-changing global community. It is important that students
be connected to the curriculum; that they see themselves in what is taught, how it is taught,
and how it applies to the world at large. The curriculum recognizes that the needs of
learners are diverse, and helps all learners develop the knowledge, skills, and perspectives
they need to be informed, productive, caring, responsible, healthy, and active citizens in
their own communities and in the world.

SUPPORTING STUDENTS’ WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to
reach their full potential, is a priority for educators across Ontario. Students’ health and
well-being contribute to their ability to learn in all disciplines, including Canadian and
world studies, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth’s well-being by creating,
fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive,
and accepting. A learning environment of this kind will support not only students’ cognitive,
emotional, social, and physical development but also their sense of self and spirit, their
mental health, their resilience, and their overall state of well-being. All this will help them
achieve their full potential in school and in life.

1. This revision focused only on the two history courses. Consequently, there may be differences in terminology
and style between the revised courses and the balance of the document.
3
 A variety of factors, known as the “determinants of health”, have been shown to affect
a person’s overall state of well-being. Some of these are income, education and literacy,
gender and culture, physical and social environment, personal health practices and
coping skills, and availability of health services. Together, such factors influence not
only whether individuals are physically healthy but also the extent to which they will
have the physical, social, and personal resources needed to cope and to identify and
achieve personal aspirations. These factors also have an impact on student learning, and
it is important to be aware of them as factors contributing to a student’s performance
and well-being.

An educator’s awareness of and responsiveness to students’ cognitive, emotional, social,

and physical development, and to their sense of self and spirit, is critical to their success
in school. A number of research-based frameworks, including those described in Early
Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007),
On My Way: A Guide to Support Middle Years Child Development (2017), and Stepping
Stones: A Resource on Youth Development (2012),2 identify developmental stages that are
common to the majority of students from Kindergarten to Grade 12. At the same time,
these frameworks recognize that individual differences, as well as differences in life
experiences and exposure to opportunities, can affect development, and that develop-
mental events are not specifically age-dependent.

The framework described in Stepping Stones is based on a model that illustrates the
complexity of human development. Its components – the cognitive, emotional, physical,
and social domains – are interrelated and interdependent, and all are subject to the
influence of a person’s environment or context. At the centre is an “enduring (yet changing)
core” – a sense of self, or spirit – that connects the different aspects of development and
experience (p. 17).
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Source: Stepping Stones: A Resource on Youth Development, p. 17

2. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario Early
Childhood Settings (2007) is available at www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf; Ministry
of Children and Youth Services, On My Way: A Guide to Support Middle Years Child Development (2017) is available
at www.children.gov.on.ca/htdocs/English/professionals/middleyears/onmyway/index.aspx; and Government
of Ontario, Stepping Stones: A Resource on Youth Development (2012) is available at www.children.gov.on.ca/
htdocs/English/documents/youthopportunities/steppingstones/SteppingStones.pdf.

4
Educators who have an awareness of a student’s development take each component into
account, with an understanding of and focus on the following elements:
• cognitive development – brain development, processing and reasoning skills, use
of strategies for learning
• emotional development – emotional regulation, empathy, motivation
• social development – self-development (self-concept, self-efficacy, self-esteem);
identity formation (gender identity, social group identity, spiritual identity);
relationships (peer, family, romantic)
• physical development – physical activity, sleep patterns, changes that come with
puberty, body image, nutritional requirements

The Role of Mental Health

Mental health touches all components of development. Mental health is much more
than the absence of mental illness. Well-being is influenced not only by the absence of
problems and risks but by the presence of factors that contribute to healthy growth and
development. By nurturing and supporting students’ strengths and assets, educators
help promote positive mental health in the classroom. At the same time, they can identify
students who need additional support and connect them with the appropriate services.3

What happens at school can have a significant influence on a student’s well-being.

With a broader awareness of mental health, educators can plan instructional strategies
that contribute to a supportive classroom climate for learning in all subject areas, build
awareness of mental health, and reduce stigma associated with mental illness. Taking
students’ well-being, including their mental health, into account when planning instructional
approaches helps establish a strong foundation for learning.

PREFACE

3. See the ministry document Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and
Well-being (2013).

5
 INTRODUCTION
THE VISION AND GOALS OF THE CANADIAN AND WORLD STUDIES CURRICULUM
The Grade 9 to 12 Canadian and world studies curriculum shares a common vision with
the Grade 1 to 8 social studies, history, and geography curriculum. That vision and the
goals of the elementary and secondary program are as follows:

Vision and Goals for Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8; and
Canadian and World Studies, Grades 9 to 12
Vision
The social studies, history, geography, and Canadian and world studies programs will enable students
to become responsible, active citizens within the diverse communities to which they belong. As well
as becoming critically thoughtful and informed citizens who value an inclusive society, students will
have the skills they need to solve problems and communicate ideas and decisions about significant
developments, events, and issues.

Goals
In social studies, history, and geography, and all the subjects in Canadian and world studies, students
realize the vision for the program as they:
• develop the ability to use the “concepts of disciplinary thinking” to investigate issues, events, and
developments;
• develop the ability to determine and apply appropriate criteria to evaluate information and evidence
and to make judgements;
• develop skills and personal attributes that are needed for discipline-specific inquiry and that can be
transferred to other areas in life;
• build collaborative and cooperative working relationships;
• use appropriate technology as a tool to help them gather and analyse information, solve problems,
and communicate.

The chart on the next page outlines how students will achieve the goals in the individual
subjects of the Grade 9 and 10 Canadian and world studies curriculum – geography,
history, and politics (civics)4 – and how these subjects will prepare them to realize the
vision of the program.

4. The goals for history and geography in the secondary Canadian and world studies curriculum are the same
as those for history and geography in the elementary social studies, history, and geography curriculum. The
goals for the subjects of economics and law, which are part of the Grade 11 and 12 Canadian and world studies
curriculum, as well as for social studies in the elementary curriculum, can be found in Appendix A on page 167.

6
Goals of Geography – Goals of History – Goals of Politics (Civics) –
Developing a sense of place Developing a sense of time Developing a sense of
responsibility
What is where, why there, and Who are we? Who came before us?
why care? How have we changed? Where do I belong? How can
I contribute?

Students will work towards: Students will work towards: Students will work towards:
• developing an understanding • developing an understanding • developing an understanding
of the characteristics and of past societies, developments, of how to influence change
spatial diversity of natural and and events that enables them within the diverse
human environments and to interpret and analyse communities to which they
communities, on a local to historical, as well as current, belong, and of how individuals
a global scale; issues; and groups can participate in
• analysing the connections • analysing how people from action that promotes change;
within and between natural diverse groups have interacted • analysing current political
and human environments and how they have changed issues, and assessing methods
and communities; over time; and processes that can be
• developing spatial skills through • understanding the experiences used to influence relevant
the use of spatial technologies of and empathizing with political systems to act for the
and the interpretation, analysis, people in past societies; common good;
and construction of various • developing historical literacy • assessing the power and
types of maps, globes, and skills by analysing and influence of different people
graphs; interpreting evidence from involved in civic issues, using
• being responsible stewards of primary and secondary sources. political perspective;
the Earth by developing an • developing a respect and
appreciation and respect for appreciation for different
both natural and human points of view on various
environments and communities. political issues.

Tools and Strategies to Help Achieve the Vision of the Program

The following tools and strategies have been incorporated into the curriculum as a necessary
part of the learning to help students achieve the vision for learning in the Canadian and
world studies curriculum.

• The citizenship education framework (see page 10): This framework brings
together the main elements of citizenship education. All subjects in the Canadian
and world studies curriculum provide multiple opportunities to incorporate
aspects of citizenship education.
• The concepts of disciplinary thinking (see page 13): These concepts provide a
way for students to develop the ability to think critically about significant events,
developments, and issues, both within the curriculum and in their lives outside
the classroom.
• The inquiry process (see page 27): Students use the components of the inquiry
process for each subject to investigate, and to communicate their findings about,
significant events, developments, and issues. By applying the inquiry process,
students develop skills that they need in order to think critically, solve problems,
make informed judgements, and communicate ideas.
INTRODUCTION

7
 • Big ideas (see page 14): The big ideas provide context for the overall expectations
and the concepts of disciplinary thinking that are related to them. The big ideas
reflect the enduring understandings that students retain from their learning,
transfer to other subjects, and draw upon throughout their lives.
• Framing questions (see the overview charts for each course): The framing questions
are overarching questions related to the overall expectations and big ideas. They
are intended to stimulate students’ critical thinking and to encourage them to
consider the broader relevance of what they are studying.
• Spatial skills5 (see page 29): Students use spatial skills and tools to analyse and
construct various types of maps and graphs. By developing these skills, students
will be able to understand and analyse visual data and information, contributing
to their ability to solve problems.

The figure below illustrates the interrelationship between these tools and strategies and
the achievement of expectations in the Canadian and world studies curriculum.

Connecting the Pieces

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

5. Spatial skills are directly taught in the geography courses but are used in all subjects in the Canadian and world
studies curriculum. The Grade 9 geography courses include specific suggestions for the use of spatial skills.

8
THE IMPORTANCE OF THE CANADIAN AND WORLD STUDIES CURRICULUM
In Canadian and world studies, students develop skills, knowledge and understanding,
and attitudes that will serve them both inside and outside the classroom, including in the
world of work and as responsible citizens in the various communities to which they belong.
The focus of teaching and learning in the Canadian and world studies curriculum is the
development of ways of thinking and of transferable skills that students need in order
to acquire and apply knowledge and understanding. Students apply these concepts of
thinking and skills in a variety of contexts to examine information critically; to assess
the significance of events, developments, and processes; to develop an understanding
of and respect for different points of view; to reach supportable conclusions; and to
propose solutions to, and courses of actions to address, real problems.

Citizenship Education in the Canadian and World Studies Curriculum

The responsible, active citizen participates in the community for the common
good. Citizenship education provides “ways in which young people are prepared
and consequently ready and able to undertake their roles as citizens”.
Julian Fraillon and Wolfram Schulz, “Concept and Design of the
International Civic and Citizenship Study” (2008)

Citizenship education is an important facet of students’ overall education. In every grade

and course in the Grade 9 and 10 Canadian and world studies curriculum, and particularly
in Civics and Citizenship in Grade 10, students are given opportunities to learn about what
it means to be a responsible, active citizen in the community of the classroom and the
diverse communities to which they belong within and outside the school. It is important
for students to understand that they belong to many communities and that, ultimately,
they are all citizens of the global community.

The diagram on page 10 presents a framework for citizenship education. In this figure:
• the outer circle lists the four main elements of citizenship education – active
participation, identity, attributes, and structures – and describes each element;
• the second circle outlines ways in which students may develop the knowledge,
skills, and attitudes associated with responsible citizenship. Teachers should ensure
that students have opportunities to develop these attitudes, understandings, and
practices as they work to achieve the expectations in the subjects that make up the
Canadian and world studies curriculum (and those in other subjects as well);
• the innermost circle lists various terms and topics that are related to citizenship
education. Teachers may focus on these terms/topics when making connections
between citizenship education and expectations in the Canadian and world studies
curriculum as well as those in other curriculum documents. In the figure, each
term/topic in the innermost circle is connected to a specific element within the
framework. However, it is important to note that, in practice, a term can be applied
to more than one element – as the dotted lines imply – and that a number of terms
may be woven together in a unit that incorporates citizenship education.
INTRODUCTION

9
 The Citizenship Education Framework

• Develop an • Voice informed

understanding of opinions on matters
the importance relevant to their community
of rules and laws • Adopt leadership roles in their
• Develop an understanding of community
howpolitical, economic, and social • Participate in their community
institutions affect their lives • Investigate controversial issues
• Develop an understanding • Demonstrate collaborative,
of power dynamics democracy • decision making
self-determination • and voting • influence • innovative problem solving
• Develop an understand- rules and law• conflict resolution • Build positive
ing of the dynamic and institutions • power and and peace building • relationships with
complexrelationships authority • security • systems reconciliation • reciprocity • diverse individuals
within and between advocacy • stewardship •
and groups
systems leadership • volunteering

inclusiveness • equity • interconnectedness •

• Explore issues empathy and respect • beliefs and values • • Identify and develop
related to personal rights and responsibilities • self-efficacy • culture • their sense of connect-
and societal rights freedom • social cohesion • perspective • community • edness to local,
and responsibilities justice • fairness • relationships national, and global
• Demonstrate truth • citizenship • communities
collaboration and
self-respect, as well as cooperation
• Develop a sense of their
respect and empathy civic self-image
for others • Consider and respect others’
• Develop attitudes that foster perspectives
civic engagement • Investigate moral and
• Workin a collaborative and ethical dimensions
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

critically thoughtful manner of developments,

events, and issues

GEOGRAPHY
Our daily lives are interwoven with geography. Each of us lives in a unique place
and in constant interaction with our surroundings. Geographic knowledge and skills
are essential for us to understand the activities and patterns of our lives and the lives
of others.
Gilbert M. Grosvenor Center for Geographic Education,
Why Geography Is Important (2007)

In defining geography, Charles Gritzner notes that “All geographic inquiry should begin
with the question, ‘Where?’” He argues that, in considering “major Earth-bound events,
features, and conditions”, geographers also investigate why they are where they are, or

10
happen where they happen. And, because these events, features, and conditions “can and
often do have some impact on our lives”, geographers consider why they are important
to us.6 Gritzner has condensed these ideas into a short but meaningful phrase: “What is
where, why there, and why care?” The Grade 9 geography courses provide students with
opportunities to explore these three aspects of geography as they investigate geographic
issues in Canada. In these courses, students will examine issues relating to interactions
between physical processes and people living in Canada; changing populations in this
country; economic and environmental sustainability; and interconnections between
Canada and the global community.

In the Grade 9 geography courses, students will develop their ability to apply both the
geographic inquiry process and the concepts of geographic thinking. They apply this
process and these concepts as they investigate geographic issues in Canada and deepen
their awareness of interconnections between Canadian and global issues. These courses
enhance students’ ability to act as responsible global citizens and environmental stewards.
Students will develop their spatial skills as they analyse information and data obtained
from diverse sources, including field studies, aerial photographs, satellite imaging,
various types of maps and graphs, geographic information systems (GIS), and digital
representations. The study of geography in Grade 9 builds on the knowledge, attitudes,
and skills, including thinking skills, developed in geography in Grades 7 and 8 and
enables students to move on to the further study of geography in Grades 11 and 12.

HISTORY
Competent historical thinkers understand both the vast differences that separate us
from our ancestors and the ties that bind us to them; they can analyze historical
artifacts and documents, which can give them some of the best understandings of times
gone by; they can assess the validity and relevance of historical accounts, when they
are used to support entry into a war, voting for a candidate, or any of the myriad
decisions knowledgeable citizens in a democracy must make. All this requires
“knowing the facts”, but “knowing the facts” is not enough. Historical thinking does
not replace historical knowledge: the two are related and interdependent.
Peter Seixas, “‘Scaling Up’ the Benchmarks of Historical Thinking” (2008)

History involves the study of diverse individuals, groups, and institutions as well as
significant events, developments, and issues in the past. The Grade 10 history courses
provide students with an overview of Canadian history from the eve of World War I to
the present. These courses convey a sense of the dynamic nature of Canada and of its
interconnections with other parts of the world. Students learn that Canada has many
stories and that each one is significant and requires thoughtful consideration. Students
learn about the historical and contemporary impact of colonialism, the Indian Act, the
residential school system, treaties, and systemic racism on Indigenous7 individuals and
communities in Canada.

Students will develop their ability to apply the concepts of historic thinking in order to
deepen their understanding of modern Canadian history. They will also develop their
INTRODUCTION

6. Charles Gritzner, “Defining Geography: What Is Where, Why There, and Why Care”, accessed at
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/155012.html.
7. In this document, the term “Indigenous” is generally used to refer to First Nations, Métis, and Inuit
individuals and communities in Canada. However, “Aboriginal” is used in specific historical or legal
contexts, as appropriate.
11
 ability to apply the historical inquiry process, gathering, interpreting, and analysing
historical evidence and information from a variety of primary and secondary sources
in order to investigate and reach conclusions about historical issues, developments,
and events.

The study of history in Grade 10 enables students to more fully appreciate Canadian
heritage and identity, the diversity and complexity of Canadian society, and the challenges
and responsibilities associated with Canada’s position in the world. In doing so, it helps
prepare students to fulfil their role as informed and responsible global citizens. The study
of history in Grade 10 builds on the knowledge, attitudes, and skills, including thinking
skills, developed in history in Grades 7 and 8 and supports the further study of history
in Grades 11 and 12.

CIVICS (POLITICS)
The global project of the twenty-first century is political: to engage citizens in and
out of government … in responding to [serious global] challenges…We need a way of
understanding politics that embraces citizens both inside and outside of government
since each have work that only they can do.
Harold H. Saunders, Politics Is About Relationship: A Blueprint
for the Citizen’s Century (2005)

Politics involves the study of how societies are governed, how policy is developed,
how power is distributed, and how citizens take public action. The Grade 10 course
Civics and Citizenship focuses on civics, a branch of politics that explores the rights and
responsibilities of citizens, the processes of public decision making, and ways in which
citizens can act for the common good within communities at the local, national, and/or
global level. By focusing on civics and citizenship education, this course enables students
to develop their understanding of what it means to be a responsible citizen and to explore
various elements of the citizenship education framework.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Civics and Citizenship provides opportunities for students to investigate issues of

civic importance, the roles of different levels of government in addressing these issues,
and how people’s beliefs and values affect their positions on these issues. Students will
analyse the roles, responsibilities, and influence of citizens in a democratic society and
explore ways in which people can make a difference in the various communities to which
they belong. Students are encouraged to clarify their own beliefs and values relating to
matters of civic and political importance and to explore ways in which they can respond
to these matters.

Civics and Citizenship introduces students to the political inquiry process and the
concepts of political thinking. Students will develop ways of thinking about civics
and citizenship education through the application of these concepts and will use the
political inquiry process as they gather, interpret, and analyse data and information
relating to issues of civic importance. Students will make informed judgements and
draw conclusions about these issues and will develop plans of actions to address them.
This course supports the further study of politics in Grades 11 and 12.

12
CONCEPTS UNDERLYING THE CANADIAN AND WORLD STUDIES CURRICULUM

Concepts of Disciplinary Thinking

In Canadian and world studies, it is crucial that students not simply learn various facts
but that they develop the ability to think and to process content in ways best suited to
each subject. To that end, the curriculum focuses on developing students’ ability to apply
concepts of disciplinary thinking, which are inherent in “doing” each subject. Each of the
subjects in the Grade 9 and 10 Canadian and world studies curriculum (as well as the
subjects that make up the Grade 11 and 12 Canadian and world studies curriculum and
the elementary social studies, history, and geography curriculum) has its own way of
thinking, and its own concepts. The concepts for all the subjects in both Canadian and
world studies and social studies, history, and geography are listed in the following chart.
Given the inherently interdisciplinary nature of social studies, the six concepts of social
studies thinking listed below provide the foundation for the concepts of thinking in each
subject in the Canadian and world studies program. (Note that the variations in the
wording of the concepts reflect terminology specific to each subject.) For full descriptions
of the concepts of disciplinary thinking in geography, history, and politics, see the charts
on pages 64, 104, and 150, respectively.

Concepts of Disciplinary Thinking across Subjects

Social Studies History Geography Politics Economics Law

Significance Historical Spatial Political Economic Legal

Significance Significance Significance Significance Significance

Cause and Cause and Objectives Cause and

Consequence Consequence and Results Effect

Continuity Continuity Stability and Continuity

and Change and Change Change and Change

Patterns and Patterns and Stability and

Trends Trends Variability

Interrelation­ Interrelation­ Interrelation­

ships ships ships

Perspective Historical Geographic Political Economic Legal

Perspective Perspective Perspective Perspective Perspective

Concepts of disciplinary thinking can be used in any investigation in geography, history,

and politics (including civics), although certain concepts are more obviously related to
some topics than others, and concepts are often interrelated. Students use the concepts
when they are engaged in the inquiry process, whether they are conducting an investigation
that involves the process as a whole or are applying specific skills related to different
components of that process as they work towards achieving a given expectation. In
Grade 9 and 10 Canadian and world studies, at least one concept of disciplinary thinking
is identified as a focus for each overall expectation. Teachers can use the specified concepts
to deepen students’ investigations (for example, encouraging students to apply the concept
of geographic perspective to look at an issue from multiple points of view). It is important
INTRODUCTION

that teachers use their professional judgement to ensure that the degree of complexity is
appropriate for both the grade level and the individual student’s learning style and that
it does not lead to confusion.

13
 “Big Ideas” and Framing Questions
A “big idea” is an enduring understanding, an idea that we want students to delve
into and retain long after they have forgotten many of the details of the course content.
The big ideas address basic questions such as “Why am I learning this?” or “What is the
point?” Through exploration of the big ideas, students are encouraged to become creators
of their understandings and not passive receivers of information. Many of the big ideas
are transferable to other subjects and, more broadly, to life itself. In many cases, they
provide the opportunity for students to think across disciplines in an integrated way.

In this document, the big ideas are connected to the overall expectations and the related
concepts of disciplinary thinking in each strand. They are given in the chart on the overview
page that precedes each course in Canadian and world studies. The big ideas are also
connected to the general framing questions that are provided for each strand. The big
ideas combined with the framing questions are intended to stimulate students’ curiosity
and critical thinking and to heighten the relevance of what they are studying. The framing
questions are broad and often open-ended and can be used to frame a set of expectations
or an entire strand. By way of example, the following chart shows the big ideas and framing
questions that are related to the overall expectations in Strand B of the Grade 10 civics
(politics) course, Civics and Citizenship.

Sample Overview – Civics and Citizenship

Overall Expectations and Related Big Ideas Framing Questions
Concepts of Political Thinking

B: Civic Awareness

B1. Civic Issues, Democratic Values: In a democratic society, What is the relationship
describe beliefs and values associated with people have different between people’s
democratic citizenship in Canada, and beliefs, which influence beliefs and values
explain how they are related to civic action their position and and their positions
and to one’s position on civic issues actions with respect on civic issues?
(FOCUS ON: Political Significance; Political to issues of civic
Why is it important
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Perspective) importance.
to understand how
B2. Governance in Canada: explain, with An understanding of political structures
reference to a range of issues of civic how various levels of and processes work?
importance, the roles and responsibilities government function
What are some ways in
of various institutions, structures, and and make decisions
which I can make my
figures in Canadian governance (FOCUS ON: enables people to
voice heard within the
Stability and Change; Political Perspective) effectively engage in
political process?
the political process.
In what ways does the
B3. Rights and Responsibilities: analyse People living in Canada
Canadian Charter of
key rights and responsibilities associated have rights and
Rights and Freedoms
with citizenship, in both the Canadian and freedoms based in law;
protect me? What
global context, and some ways in which at the same time, they
responsibilities come
these rights are protected (FOCUS ON: have responsibilities
with these rights?
Political Significance; Objectives and Results) associated with
citizenship.

14
INDIGENOUS EDUCATION IN ONTARIO
First Nation, Métis, and Inuit students in Ontario will have the knowledge, skills,
and confidence they need to successfully complete their elementary and secondary
education in order to pursue postsecondary education or training and/or to enter the
workforce. They will have the traditional and contemporary knowledge, skills, and
attitudes required to be socially contributive, politically active, and economically
prosperous citizens of the world. All students in Ontario will have knowledge and
appreciation of contemporary and traditional First Nation, Métis, and Inuit traditions,
cultures, and perspectives.
Ontario First Nation, Metis and Inuit Education Policy Framework (2007)

The Ontario First Nation, Métis, and Inuit Education Policy Framework is part of Ontario’s
Indigenous Education Strategy, which supports the achievement and well-being of
Indigenous students across the province. The strategy also raises awareness about
First Nation, Métis, and Inuit cultures, histories, perspectives, and contributions among
all students in Ontario schools. The strategy is an essential component of Ontario’s
partnership with Indigenous peoples, and addresses a critical gap in Ontario’s efforts
to promote high levels of achievement for all students.

Consistent with the strategy, the present revision of the social studies and history
curriculum was developed in collaboration with First Nations, Métis, and Inuit educators,
community members, and organizations in response to the Truth and Reconciliation
Commission’s calls to action numbers 62 and 63. The revision strengthens learning
connected with Indigenous perspectives, cultures, histories, and contemporary realities,
including those related to the residential school system and treaties.

It is essential that learning activities and materials used to support Indigenous education
are authentic and accurate and do not perpetuate culturally and historically inaccurate
ideas and understandings. It is important for educators and schools to select resources
that portray the uniqueness of First Nations, Métis, and Inuit histories, perspectives, and
world views authentically and respectfully. It is also important to select resources that
reflect local Indigenous communities as well as First Nations, Métis, and Inuit individuals
and communities from across Ontario and Canada. Resources that best support Indigenous
education feature Indigenous voices and narratives and are developed by, or in collaboration
with, First Nations, Métis, and Inuit communities. Schools can contact their board’s
Indigenous lead for assistance in evaluating and selecting resources.

Cultural Safety
It is important to create a learning environment that is respectful and that makes students
feel safe and comfortable not only physically, socially, and emotionally but also in terms
of their cultural heritage. A culturally safe learning environment is one in which students
feel comfortable about expressing their ideas, opinions, and needs and about responding
authentically to topics that may be culturally sensitive. Teachers should be aware that
some students may experience emotional reactions when learning about issues that have
affected their own lives, their family, and/or their community, such as the legacy of the
INTRODUCTION

residential school system. Before addressing such topics in the classroom, teachers need
to consider how to prepare and debrief students, and they need to ensure that resources
are available to support students both inside and outside the classroom.

15
 ROLES AND RESPONSIBILITIES IN THE CANADIAN AND WORLD STUDIES PROGRAM

Students
Students’ responsibilities with respect to their own learning develop gradually and
increase over time as they progress through elementary and secondary school. With
appropriate instruction and with experience, students come to see how applied effort
can enhance learning and improve achievement. As they mature and develop their ability
to persist, to manage their behaviour and impulses, to take responsible risks, and to listen
with understanding, students become better able to take more responsibility for their
learning and progress. There are some students, however, who are less able to take full
responsibility for their learning because of special challenges they face. The attention,
patience, and encouragement of teachers can be extremely important to the success of
these students. Learning to take responsibility for their improvement and achievement
is an important part of every student’s education.

Mastering the skills and concepts connected with learning in the Canadian and world
studies curriculum requires ongoing practice, personal reflection, efforts to respond to
feedback, and commitment from students. It also requires a willingness to try new activities,
explore new ideas, keep an open mind, collaborate with peers, and follow safety practices
both during field studies and in the classroom. Through ongoing practice and reflection
about their development, students deepen their appreciation and understanding of them-
selves and others, the communities to which they belong, and the natural environment.

Parents
Parents8 have an important role to play in supporting student learning. Studies show
that students perform better in school if their parents are involved in their education.
By becoming familiar with the curriculum, parents can better appreciate what is being
taught in the courses their children are taking and what they are expected to learn. This
awareness will enhance parents’ ability to discuss their children’s work with them, to
communicate with teachers, and to ask relevant questions about their children’s progress.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Knowledge of the expectations will also enhance parents’ ability to work with teachers
to improve their children’s learning.

Effective ways in which parents can support their children’s learning include attending
parent-teacher interviews, participating in parent workshops, and becoming involved
in school council activities (including becoming a school council member). Parents who
encourage and monitor project completion or home practice, including the application
of skills in new contexts, further support their children in their geography, history, and
civics (politics) studies. Parents can be supportive by taking an interest in and discussing
current events with their children, helping them make connections between their
studies and current issues and developments. Parents can also promote their children’s
understanding of and appreciation for the multiple communities to which they belong –
ethnocultural, religious, linguistic, national – by exposing them to people, cultural events,
and stories related to their heritage. Within the school, parents can promote and attend
events related to Canadian and world studies.

8. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.

16
Teachers
Teachers and students have complementary responsibilities. Teachers develop appropriate
instructional strategies to help students achieve the curriculum expectations, as well
as appropriate methods for assessing and evaluating student learning. Teachers bring
enthusiasm and varied teaching and assessment approaches to the classroom, addressing
different student needs and ensuring sound learning opportunities for every student.
Teachers reflect on the results of the learning opportunities they provide, and make
adjustments to them as necessary to help every student achieve the curriculum
expectations to the best of their ability.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide

numerous opportunities for students to develop and refine their critical-thinking,
problem-solving, and communication skills, as they apply the concepts of disciplinary
thinking to the content of the Canadian and world studies courses. The activities offered
should give students opportunities to relate their knowledge and skills to the social,
environmental, and economic conditions and concerns of the world in which they live.
Such opportunities will motivate students to participate in their communities as responsible
and engaged citizens and to become lifelong learners.

Canadian and world studies teachers can help students understand that applying specific
inquiry processes when studying geography, history, and civics (politics) often requires
a considerable expenditure of time and energy and a good deal of perseverance. Teachers
can also encourage students to explore a range of solutions and to take the risks necessary
to become successful problem solvers and investigators. To enable students to feel
comfortable and confident in the classroom and to support them in approaching their
inquiries with openness and creativity, it is important that teachers create a learning
environment that will foster a sense of community, where all students feel included and
appreciated and where their perspectives are treated with respect. One way to accomplish
this is for teachers to select topics, resources, and examples that reflect the diversity in
the classroom, and, where possible, to involve students in this selection process.

Teachers provide students with frequent opportunities to practise their skills and apply
new learning and, through regular and varied assessment, give them the specific feedback
they need in order to further develop and refine their skills. By assigning tasks that
promote the development of higher-order thinking skills, teachers also help students
become thoughtful, creative, and effective communicators. Opportunities to relate
knowledge and skills in Canadian and world studies to wider contexts, both across
the curriculum and in the world beyond the school, motivate students to learn and
to become lifelong learners.

As part of effective teaching practice, teachers communicate with parents about what
their children are learning. This communication occurs through the sharing of course
outlines, ongoing formal and informal conversations, curriculum events, and other
means of regular communication, such as newsletters, website postings, and blogs.
Communication enables parents to work in partnership with the school, promoting
discussion, follow-up at home, and student learning in a family context. Stronger
INTRODUCTION

connections between the home and the school support student learning and achievement.

17
 Principals
The principal works in partnership with teachers and parents to ensure that each student
has access to the best possible educational experience. To support student learning,
principals ensure that the Ontario curriculum is being properly implemented in all
classrooms using a variety of instructional approaches. They also ensure that appropriate
resources are made available for teachers and students. To enhance teaching and learning
in all subjects, including Canadian and world studies, principals promote learning teams
and work with teachers to facilitate their participation in professional development
activities. Principals are also responsible for ensuring that every student who has an
Individual Education Plan (IEP) is receiving the modifications and/or accommodations
described in their plan – in other words, for ensuring that the IEP is properly developed,
implemented, and monitored.

Principals are responsible for ensuring that up-to-date copies of the outlines of all of the
courses of study for courses offered at the school are retained on file. These outlines must
be available for parents and students to examine. Parents of students under the age of
eighteen are entitled to information on course content since they are required to approve
their child’s choice of courses, and adult students need this information to help them
choose their courses.

Community Partners
Community partners can be an important resource for schools and students. They can be
models of how the knowledge and skills acquired through the study of the curriculum
relate to life beyond school. Partnerships with community organizations can enrich not
only the educational experience of students but also the life of the community.

Schools and school boards can play a role by coordinating efforts with community partners.
They can involve various community members in supporting learning related to the
course expectations and in promoting a focus on issues related to Canadian and world
studies inside and outside the school. Community partners can be included in events
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

held in the school, such as skills competitions, ceremonies, information events, career
days, and special days of recognition. Schools and boards can collaborate with leaders
of existing community-based programs for youth, including programs offered in public
libraries and community centres. Local museums, heritage sites, conservation lands,
parks, and neighbourhoods can provide rich environments for field studies and for
exploration of the local community and its resources. Where the opportunity presents
itself, schools and boards may also extend their partnership with international communities
and programs.

In choosing community partners, schools should build on existing links with their local
communities and create new partnerships in conjunction with ministry and school board
policies. These links are especially beneficial when they have direct connections to the
curriculum. Teachers may find opportunities for their students to participate in community
events, especially events that support the students’ learning in the classroom, are designed
for educational purposes, and provide descriptive feedback to student participants.
Community partnerships can help the student make direct connections between their
learning and the “real” world.

18
THE PROGRAM IN
CANADIAN AND
WORLD STUDIES
OVERVIEW OF THE PROGRAM
The overall aim of the secondary Canadian and world studies program is outlined in the
vision statement and goals on page 6.

The Canadian and world studies program offers compulsory courses in geography, history,
and civics (politics) in Grades 9 and 10. Students must take one of the Grade 9 geography
courses (Issues in Canadian Geography), and one of the Grade 10 history courses (Canadian
History since World War I). The Grade 10 course Civics and Citizenship is a half-credit
compulsory course.

The Grade 9 and 10 Canadian and world studies program has been designed to ensure
continuity with Grade 7 and 8 history and geography. Student learning in Grades 7 and 8 –
including that related to content, the inquiry processes, and the concepts of disciplinary
thinking – prepares students for the Grade 9 and 10 Canadian and world studies program.
Likewise, the courses in this document provide a strong foundation for further study, not
only in geography, history, and politics but also in economics and law, the other subjects
in the Grade 11 and 12 Canadian and world studies program.

Courses in Canadian and World Studies, Grades 9 and 10

The geography and history courses in the Grade 9 and 10 Canadian and world studies
curriculum are offered in two course types: academic and applied. The course types are
defined as follows:
• Academic courses develop students’ knowledge and skill through the study of
theory and abstract problems. These courses focus on the essential concepts of a
subject and explore related concepts as well. They incorporate practical applications
as appropriate.
• Applied courses focus on the essential concepts of a subject, and develop students’
knowledge and skills through practical applications and concrete examples.
Familiar situations are used to illustrate ideas, and students are given more
opportunities to experience hands-on applications of the concepts and theories
they study.

19
 The Grade 10 civics (politics) course, Civics and Citizenship, is a half-credit open course –
that is, a course designed to be appropriate for all students.

To proceed to any Grade 11 geography course, students must successfully complete either
the academic or applied Grade 9 geography course. To proceed to any Grade 11 course
in economics, history or law, students must successfully complete either the academic or
applied Grade 10 history course. To proceed to Grade 11 politics, students must successfully
complete the Grade 10 politics course, Civics and Citizenship. (See the prerequisite charts
on pages 21–23.)

It should be noted that successful completion of either the academic or applied Grade 9
geography course allows students to proceed directly to the Grade 12 college preparation
or workplace preparation geography course. Successful completion of either the academic or
applied Grade 10 history course allows students to proceed directly to the Grade 11 or 12
workplace preparation course in economics, history, or law.

Although all Grade 11 and 12 courses in Canadian and world studies are optional, students
should keep in mind that, to meet the requirements for the secondary school diploma,
they must earn at least one senior-level credit in their choice of Canadian and world
studies, English (including the Ontario Secondary School Literacy Course), French as a
second language, classical studies and international languages, Native languages, First
Nations, Métis, and Inuit studies (formerly Native studies), social sciences and humanities,
guidance and career education, or cooperative education.9 Any Grade 11 or 12 course in
the Canadian and world studies program will allow students to fulfil this requirement.

Locally Developed Compulsory Credit Courses (LDCCs)

School boards may offer one Grade 10 locally developed compulsory credit course
in Canadian history that may be used to meet the compulsory credit requirement in
Canadian history.10 Whether it is counted as the compulsory credit or not, this course
may be developed to prepare students for success in any of the workplace preparation
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

courses offered in economics, history, or law.

Courses in Canadian and World Studies, Grades 9 and 10*

Grade Course Name Course Course Credit Prerequisite
Type Code Value

9 Issues in Canadian Geography Academic CGC1D 1 None

9 Issues in Canadian Geography Applied CGC1P 1 None

10 Canadian History since World Academic CHC2D 1 None

War I

10 Canadian History since World Applied CHC2P 1 None

War I

10 Civics and Citizenship Open CHV2O 0.5 None

* See the information about the Grade 10 locally developed compulsory history course in the preceding section.

9. Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirement, 2011 (OS), p. 55.
10. According to section 7.3.1 of Ontario Schools (p. 70), “Boards may develop locally and offer one Grade 9
course in English, in mathematics, in science, and in French as a second language, and one Grade 10 course in
English, in mathematics, in science, and in Canadian history that can be counted as a compulsory credit in that
discipline”.
20
Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – Geography
This charts maps out all the courses in the discipline and shows the links between
courses and the possible prerequisites for them. It does not attempt to depict all
possible movements from course to course.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

21
 Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – History
This charts maps out all the courses in the discipline and shows the links between
courses and the possible prerequisites for them. It does not attempt to depict all
possible movements from course to course.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

22
Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – Economics, Law, and Politics
This charts maps out all the courses in the discipline and shows the links between
courses and the possible prerequisites for them. It does not attempt to depict all
possible movements from course to course.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

23
 Half-Credit Courses
With the exception of the half-credit Grade 10 course Civics and Citizenship, all the
courses outlined in both the Grade 9 and 10 and the Grade 11 and 12 Canadian and
world studies curriculum documents are designed as full-credit courses. However, with
the exception of Grade 12 university preparation and university/college preparation courses,
they may also be delivered as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructional

time, adhere to the following conditions:
• The two half-credit courses created from a full course must together contain all
of the expectations of the full course. The expectations for each half-credit course
must be drawn from all strands of the full course and must be divided in a manner
that best enables students to achieve the required knowledge and skills in the
allotted time.
• A course that is a prerequisite for another course in the secondary curriculum may
be offered as two half-credit courses, but students must successfully complete both
parts of the course to fulfil the prerequisite. (Students are not required to complete
both parts unless the course is a prerequisite for another course they wish to take.)
• The title of each half-credit course must include the designation Part 1 or Part 2.
A half credit (0.5) will be recorded in the credit-value column of both the report
card and the Ontario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described
above, and will report all half-credit courses to the ministry annually in the School
October Report.

CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students
are expected to develop and demonstrate in their class work, on tests, and in various
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

other activities on which their achievement is assessed and evaluated.

Two sets of expectations – overall expectations and specific expectations – are listed for
each strand, or broad area of the curriculum. (In most courses in Canadian and world
studies, the strands are numbered A through E.) Taken together, the overall and specific
expectations represent the mandated curriculum.

The overall expectations describe in general terms the knowledge and skills that students
are expected to demonstrate by the end of each course.

The specific expectations describe the expected knowledge and skills in greater detail. The
specific expectations are grouped under numbered headings, each of which indicates the
strand and the overall expectation to which the group of specific expectations corresponds
(e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This
organization is not meant to imply that the expectations in any one group are achieved
independently of the expectations in the other groups. The subheadings are used merely
to help teachers focus on particular aspects of knowledge and skills as they plan learning
activities for their students.

24
Most specific expectations are accompanied by examples and “sample questions”, as
requested by educators. The examples, given in parentheses, are meant to clarify the
requirement specified in the expectation, illustrating the kind of knowledge or skill, the
specific area of learning, the depth of learning, and/or the level of complexity that the
expectation entails. The sample questions are meant to illustrate the kinds of questions
teachers might pose in relation to the requirement specified in the expectation. Both the
examples and the sample questions have been developed to model appropriate practice
for the grade and are meant to serve as illustrations for teachers. Both are intended as
suggestions for teachers rather than as exhaustive or mandatory lists. Teachers can choose
to use the examples and sample questions that are appropriate for their classrooms,
or they may develop their own approaches that reflect a similar level of complexity.
In geography an additional element, “using spatial skills”, follows a number of specific
expectations. This element highlights opportunities for students to learn or apply specific
spatial skills relevant to the expectations. Whatever the specific ways in which the
requirements outlined in the expectations are implemented in the classroom, they must,
wherever possible, be inclusive and reflect the diversity of the student population and
the population of the province.

The diagram on page 26 shows all of the elements to be found on a page of curriculum
expectations.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

25
 THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

26
STRANDS IN THE CANADIAN AND WORLD STUDIES CURRICULUM
The expectations for the Grade 9 and 10 Canadian and world studies courses are organized
into distinct but related strands. The first strand (strand A) in all courses focuses on
the inquiry process for the particular subject and on skill development. The remaining
strands – B–E in geography and history, B–C in Civics and Citizenship – represent the
major content areas for each course.

The Inquiry Processes in Geography, History, and Politics

The inquiry processes for all the subjects in the Canadian and world studies program are
based on the same general model, although terminology, content, concepts of thinking,
and the types of questions asked vary from subject to subject. This model represents a
process that students use to investigate events, developments, and issues; solve problems;
develop plans of action; and reach supportable conclusions and decisions. The inquiry
process consists of five components:
• formulating questions
• gathering and organizing information, evidence, and/or data
• interpreting and analysing information, evidence, and/or data
• evaluating information, evidence, and/or data and drawing conclusions
• communicating findings and/or plans of action

It is important for teachers to understand that the inquiry process is not necessarily
implemented in a linear fashion. Not all investigations will involve all five components;
moreover, there are different entry points within the process. For example, teachers may:
• provide students with questions and ask them to gather and analyse information,
evidence, and/or data to investigate them;
• provide students with a piece of evidence and ask them to analyse it and to draw
conclusions based on their analysis;
• ask students to apply the entire process.

The entry points into the inquiry process may depend on student readiness. Prior knowledge,
resources, and time may also be factors.

It is important to be aware that inquiries will not always result in one “right answer”.
Rather, to assess the effectiveness of their investigations, students must develop the

THE PROGRAM IN CANADIAN AND WORLD STUDIES

ability to reflect on their work throughout the inquiry process. Such reflection requires
the ability to develop criteria that can be used, for example, to evaluate the relevance of
their questions, the accuracy and strength of their evidence, the depth and logic of their
analysis, and the strength of the support for their interpretation and conclusion. Teachers
need to demonstrate the skills needed for reflection, and provide opportunities for students
to practise them, while encouraging students to continually reflect on their work.

Likewise, students are engaged in aspects of communication throughout the inquiry

process, as they ask questions, organize and analyse information, and critically evaluate
their findings. The final communication of a student’s findings should take the form most
suited to the nature of the inquiry, as well as to the intended audience, and should take
the student’s learning style and strengths into account.

27
 Each subject brings a particular way of thinking through content, and a different approach
to the inquiry process. Skills and strategies for each stage of the geographic, historical,
and political inquiry processes need to be taught explicitly. The type of questions asked,
the information, evidence, and/or data gathered, and the analysis applied will vary by
subject. Charts outlining approaches to the inquiry process in geography, history, and
politics can be found on pages 66, 105, and 152, respectively.

The Inquiry Process

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

The Content Strands

In each course in Canadian and world studies, the content strands follow strand A. Although
the inquiry strand is presented separately from the content strands, in practice students
constantly apply the skills and approaches included in strand A, as well as the related
concept(s) of thinking, as they work to achieve the expectations in the content strands.

Given the diversity of subjects in the Canadian and world studies program, the content
strands in each subject are distinct, reflecting different topics, focuses, skills, and under-
standings. In the Grade 10 history courses, the content strands are organized chronologically;
in geography and civics (politics), they are organized thematically. Descriptions of the
content strands for geography and civics (politics) are found in the subject openers on
pages 63–64 and 149.

28
SPATIAL SKILLS: USING MAPS, GLOBES, AND GRAPHS
Spatial skills underpin spatial literacy, enabling students to develop and communicate a
sense of place. Map, globe, and graphing skills help students visualize and make meaning of
spatial data. These skills help students understand how data relating to three-dimensional
spaces can be represented on two-dimensional surfaces. In the twenty-first century, a
range of spatial technologies can assist students in their inquiries, and it is important
that students develop the skills needed to use these technologies. Although students
learn spatial skills in geography, they apply them, in conjunction with the concepts
of disciplinary thinking, in all subjects in the Canadian and world studies curriculum.
In addition, students may apply these skills in everyday contexts and in other subjects.

Using Spatial Skills and the Spatial Skills Continuum

While students have opportunities to develop their spatial skills in all subjects in the
Canadian and world studies curriculum, these skills are essential to doing geography. In
order to highlight the use of spatial skills in that subject, some of the specific expectations
are followed by an element, “using spatial skills”, which suggests how students might
apply particular spatial skills related to the content of the expectation.

To provide teachers with a clear indication of appropriate skills development throughout

the social studies, history, geography, and Canadian and world studies program, selected
spatial skills have been organized into a continuum, which appears in Appendix C to
this document (see page 171). This continuum illustrates progression in the spatial skills
categories of map and globe skills (divided into map elements and spatial representation)
and graphing skills from Grades 1 to 12.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

29
 ASSESSMENT
AND EVALUATION
OF STUDENT
ACHIEVEMENT
BASIC CONSIDERATIONS
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition,
Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation,
and reporting policy. The policy aims to maintain high standards, improve student
learning, and benefit students, parents, and teachers in elementary and secondary schools
across the province. Successful implementation of this policy depends on the professional
judgement11 of educators at all levels as well as on their ability to work together and to
build trust and confidence among parents and students.

A brief summary of some major aspects of the current assessment, evaluation, and reporting
policy, with a focus on policy relating to secondary schools, is given below. Teachers should
refer to Growing Success for more detailed information.

Fundamental Principles
The primary purpose of assessment and evaluation is to improve student learning.

The following seven fundamental principles lay the foundation for rich and challenging
practice. When these principles are fully understood and observed by all teachers, they
will guide the collection of meaningful information that will help inform instructional
decisions, promote student engagement, and improve student learning.

11. “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by professional
knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment,
and the criteria and standards that indicate success in student learning. In professional practice, judgement
involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with
ongoing reflection and self-correction”.

30
To ensure that assessment, evaluation, and reporting are valid and reliable, and that
they lead to the improvement of learning for all students, teachers use practices and
procedures that:
• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who
are learning the language of instruction (English or French), and those who are
First Nation, Métis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals
and, as much as possible, to the interests, learning styles and preferences, needs,
and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school
year or course and at other appropriate points throughout the school year or
course;
• are ongoing, varied in nature, and administered over a period of time to provide
multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely
to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning.

Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of a student’s
learning. To the extent possible, however, the evaluation of learning skills and work habits,
apart from any that may be included as part of a curriculum expectation in a course,
should not be considered in the determination of a student’s grades. Assessing, evaluating,
and reporting on the achievement of curriculum expectations and on the demonstration
of learning skills and work habits separately allows teachers to provide information to the
parents and the student that is specific to each of these two areas of achievement.

The six learning skills and work habits are responsibility, organization, independent
work, collaboration, initiative, and self-regulation.

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Content Standards and Performance Standards
The Ontario curriculum for Grades 1 to 12 comprises content standards and performance
standards. Assessment and evaluation will be based on both the content standards and
the performance standards.

The content standards are the overall and specific curriculum expectations identified in
the curriculum documents for every subject and discipline.

The performance standards are outlined in the achievement chart, which is provided
in the curriculum documents for every subject or discipline (see pages 36–37). The
achievement chart is a standard province-wide guide and is to be used by all teachers as
a framework within which to assess and evaluate student achievement of the expectations
in the particular subject or discipline. It enables teachers to make consistent judgements
about the quality of student learning based on clear performance standards and on a

31
 body of evidence collected over time. It also provides teachers with a foundation for
developing clear and specific feedback for students and parents.

The purposes of the achievement chart are to:

• provide a common framework that encompasses all curriculum expectations for
all subjects/courses across the grades;
• guide the development of high-quality assessment tasks and tools (including
rubrics);
• help teachers plan instruction for learning;
• provide a basis for consistent and meaningful feedback to students in relation
to provincial content and performance standards;
• establish categories and criteria with which to assess and evaluate students’ learning.

Assessment for Learning and as Learning

Assessment is the process of gathering information that accurately reflects how well a
student is achieving the curriculum expectations in a course. The primary purpose of
assessment is to improve student learning. Assessment for the purpose of improving
student learning is seen as both “assessment for learning” and “assessment as learning”.
As part of assessment for learning, teachers provide students with descriptive feedback
and coaching for improvement. Teachers engage in assessment as learning by helping
all students develop their capacity to be independent, autonomous learners who are able
to set individual goals, monitor their own progress, determine next steps, and reflect on
their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of learning to
ensure that students and teachers have a common and shared understanding of
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end
of a period of instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;
• help students to develop skills of peer assessment and self-assessment.

Evaluation
Evaluation refers to the process of judging the quality of student learning on the basis
of established performance standards and assigning a value to represent that quality.
Evaluation accurately summarizes and communicates to parents, other teachers, employers,
institutions of further education, and students themselves what students know and can
do with respect to the overall curriculum expectations. Evaluation is based on assessment
of learning that provides evidence of student achievement at strategic times throughout
the course, often at the end of a period of learning.

32
All curriculum expectations must be accounted for in instruction and assessment,
but evaluation focuses on students’ achievement of the overall expectations. Each student’s
achievement of the overall expectations is evaluated on the basis of the student’s achievement
of related specific expectations. The overall expectations are broad in nature, and the
specific expectations define the particular content or scope of the knowledge and skills
referred to in the overall expectations. Teachers will use their professional judgement
to determine which specific expectations should be used to evaluate achievement of the
overall expectations, and which ones will be accounted for in instruction and assessment
but not necessarily evaluated.

Determining a report card grade involves the interpretation of evidence collected through
observations, conversations, and student products (tests/exams, assignments for evaluation),
combined with the teacher’s professional judgement and consideration of factors such
as the number of tests/exams or assignments for evaluation that were not completed or
submitted and the fact that some evidence may carry greater weight than other evidence.

Seventy per cent of the final grade (a percentage mark) in a course will be based on
evaluation conducted throughout the course. This portion of the grade should reflect
the student’s most consistent level of achievement, with special consideration given to
more recent evidence. Thirty per cent will be based on a final evaluation administered
at or towards the end of the course.

Reporting Student Achievement

The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points
in the school year or semester. There are two formal reporting periods for a semestered
course and three formal reporting periods for a non-semestered course. The reports reflect
student achievement of the overall curriculum expectations, as well as development of
learning skills and work habits.

Although there are formal reporting periods, communication with parents and students
about student achievement should be continuous throughout the course, by means
such as parent-teacher or parent-student-teacher conferences, portfolios of student
work, student-led conferences, interviews, phone calls, checklists, and informal reports.
Communication about student achievement should be designed to provide detailed
information that will encourage students to set goals for learning, help teachers to

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

establish plans for teaching, and assist parents in supporting learning at home.

THE ACHIEVEMENT CHART FOR CANADIAN AND WORLD STUDIES

The achievement chart identifies four categories of knowledge and skills and four
levels of achievement in Canadian and world studies. The components of the chart are
explained below. (See also the section “Content Standards and Performance Standards”,
on page 31.)

Categories of Knowledge and Skills

The categories represent four broad areas of knowledge and skills within which the
expectations for any given subject or course can be organized. The four categories should
be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

33
 The categories help teachers focus not only on students’ acquisition of knowledge but
also on their development of the skills of thinking, communication, and application.

The categories of knowledge and skills are as follows:

Knowledge and Understanding. Subject-specific content acquired in each grade or course

(knowledge), and the comprehension of its meaning and significance (understanding).

Thinking. The use of critical and creative thinking skills and/or processes.

Communication. The conveying of meaning and expression through various forms.

Application. The use of knowledge and skills to make connections within and between
various contexts.

In all subjects and courses, students should be given numerous and varied opportunities
to demonstrate the full extent of their achievement of the curriculum expectations across
all four categories of knowledge and skills.

Teachers will ensure that student learning is assessed and evaluated in a balanced manner
with respect to the four categories, and that achievement of particular expectations is
considered within the appropriate categories. The emphasis on “balance” reflects the
fact that all categories of the achievement chart are important and need to be a part of
the process of instruction, learning, assessment, and evaluation. However, it also indicates
that for different courses, the relative importance of each of the categories may vary. The
importance accorded to each of the four categories in assessment and evaluation should
reflect the emphasis accorded to them in the curriculum expectations for the subject or
course, and in instructional practice.

Criteria and Descriptors

To further guide teachers in their assessment and evaluation of student learning, the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

achievement chart provides “criteria” and “descriptors”.

A set of criteria is identified for each category in the achievement chart. The criteria are
subsets of the knowledge and skills that define the category. The criteria identify the
aspects of student performance that are assessed and/or evaluated, and they serve as
a guide to what teachers look for. In the Canadian and world studies curriculum,
the criteria for each category are as follows:

Knowledge and Understanding

• knowledge of content
• understanding of content

Thinking
• use of planning skills
• use of processing skills
• use of critical/creative thinking processes

34
Communication
• expression and organization of ideas and information in oral, visual, and/or
written forms
• communication for different audiences and purposes in oral, visual, and/or
written forms
• use of conventions, vocabulary, and terminology of the discipline in oral, visual,
and/or written forms

Application
• application of knowledge and skills in familiar contexts
• transfer of knowledge and skills to new contexts
• making connections within and between various contexts

“Descriptors” indicate the characteristics of the student’s performance, with respect to

a particular criterion, on which assessment or evaluation is focused. Effectiveness is the
descriptor used for each of the criteria in the Thinking, Communication, and Application
categories. What constitutes effectiveness in any given performance task will vary with the
particular criterion being considered. Assessment of effectiveness may therefore focus on
a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance,
fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.

Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 represents achievement that falls much below the provincial standard. The
student demonstrates the specified knowledge and skills with limited effectiveness.
Students must work at significantly improving in specific areas, as necessary, if they
are to be successful in a course in the next grade.

Level 2 represents achievement that approaches the standard. The student demonstrates
the specified knowledge and skills with some effectiveness. Students performing at this
level need to work on identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

the specified knowledge and skills with considerable effectiveness. Parents of students
achieving at level 3 can be confident that their children will be prepared for work in
subsequent courses.

Level 4 identifies achievement that surpasses the provincial standard. The student
demonstrates the specified knowledge and skills with a high degree of effectiveness.
However, achievement at level 4 does not mean that the student has achieved expectations
beyond those specified for the course.

Specific “qualifiers” are used with the descriptors in the achievement chart to describe
student performance at each of the four levels of achievement – the qualifier limited is
used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough
for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use
of planning skills” would be described in the achievement chart as “[The student] uses
planning skills with considerable effectiveness”.

35
 THE ACHIEVEMENT CHART: CANADIAN AND WORLD STUDIES, GRADES 9–12
Categories Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the
comprehension of its meaning and significance (understanding)

The student:

Knowledge of content demonstrates demonstrates demonstrates demonstrates

(e.g., facts, terms, definitions) limited some knowledge considerable thorough
knowledge of content knowledge of knowledge of
of content content content

Understanding of content demonstrates demonstrates demonstrates demonstrates

(e.g., concepts, ideas, limited some considerable thorough
theories, interrelationships, understanding understanding understanding understanding
procedures, processes, of content of content of content of content
methodologies, spatial
technologies)

Thinking – The use of critical and creative thinking skills and/or processes

The student:

Use of planning skills uses planning uses planning uses planning uses planning
(e.g., organizing an inquiry; skills with limited skills with some skills with skills with a
formulating questions; effectiveness effectiveness considerable high degree of
gathering and organizing effectiveness effectiveness
data, evidence, and
information; setting goals;
focusing research)

Use of processing skills uses processing uses processing uses processing uses processing
(e.g., interpreting, analysing, skills with limited skills with some skills with skills with a
synthesizing, and evaluating effectiveness effectiveness considerable high degree of
data, evidence, and effectiveness effectiveness
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

information; analysing
maps; detecting point of
view and bias; formulating
conclusions)

Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., creative thinking creative thinking creative thinking creative thinking
applying concepts of processes with processes with processes with processes with a
disciplinary thinking; using limited some considerable high degree of
inquiry, problem-solving, effectiveness effectiveness effectiveness effectiveness
and decision-making
processes)

Communication – The conveying of meaning through various forms

The student:

Expression and expresses and expresses and expresses and expresses and
organization of ideas organizes ideas organizes ideas organizes ideas organizes ideas
and information (e.g., and information and information and information and information
clear expression, logical with limited with some with considerable with a high degree
organization) in oral, effectiveness effectiveness effectiveness of effectiveness
visual, and written forms

36
 Categories Level 1 Level 2 Level 3 Level 4

Communication – (continued)

The student:

Communication for communicates communicates communicates communicates

different audiences (e.g., for different for different for different for different
peers, adults) and purposes audiences audiences audiences and audiences and
(e.g., to inform, to persuade) and purposes and purposes purposes with purposes with a
in oral, visual, and written with limited with some considerable high degree of
forms effectiveness effectiveness effectiveness effectiveness

Use of conventions (e.g., uses conventions, uses conventions, uses conventions, uses conventions,
mapping and graphing vocabulary, and vocabulary, and vocabulary, and vocabulary, and
conventions, communication terminology of terminology of terminology of terminology of the
conventions), vocabulary, the discipline the discipline the discipline discipline with a
and terminology of the with limited with some with considerable high degree of
discipline in oral, visual, effectiveness effectiveness effectiveness effectiveness
and written forms

Application – The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowledge applies applies applies applies

and skills (e.g., concepts, knowledge and knowledge and knowledge and knowledge and
procedures, spatial skills, skills in familiar skills in familiar skills in familiar skills in familiar
processes, technologies) contexts with contexts with contexts with contexts with a
in familiar contexts limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness

Transfer of knowledge transfers transfers transfers transfers

and skills (e.g., concepts knowledge and knowledge and knowledge and knowledge and
of thinking, procedures, skills to new skills to new skills to new skills to new
spatial skills, methodologies, contexts with contexts with contexts with contexts with a
technologies) to new limited some considerable high degree of
contexts effectiveness effectiveness effectiveness effectiveness

Making connections within makes makes makes makes

and between various connections connections connections connections

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

contexts (e.g., between within and within and within and within and
topics/issues being studied between various between various between various between various
and everyday life; between contexts with contexts with contexts with contexts with a
disciplines; between past, limited some considerable high degree of
present, and future contexts; effectiveness effectiveness effectiveness effectiveness
in different spatial, cultural,
or environmental contexts;
in proposing and/or taking
action to address related
issues; in making predictions)

37
 SOME CONSIDERATIONS
FOR PROGRAM
PLANNING IN
CANADIAN AND
WORLD STUDIES
INSTRUCTIONAL APPROACHES
Effective instruction is key to student success. To provide effective instruction, teachers need
to consider what they want students to learn, how they will know whether students have
learned it, how they will design instruction to promote the learning, and how they will
respond to students who are not making progress.

When planning what students will learn, teachers identify the main concepts and skills
described in the curriculum expectations, consider the contexts in which students will
apply the learning, and determine students’ learning goals.

Instructional approaches should be informed by the findings of current research on in-

structional practices that have proved effective in the classroom. For example, research
has provided compelling evidence about the benefits of the explicit teaching of strategies
that can help students develop a deeper understanding of concepts. Strategies such as
“compare and contrast” (e.g., through Venn diagrams and comparison matrices) and
the use of analogy give students opportunities to examine concepts in ways that help
them see what the concepts are and what they are not. Although such strategies are
simple to use, teaching them explicitly is important in order to ensure that all students
use them effectively.

A well-planned instructional program should always be at the student’s level, but it

should also push them towards their optimal level of challenge for learning, while
providing the support and anticipating and directly teaching the skills that are required
for success.

38
A Differentiated Approach to Teaching and Learning
An understanding of students’ strengths and needs, as well as of their backgrounds and
life experiences, can help teachers plan effective instruction and assessment. Teachers
continually build their awareness of students’ learning strengths and needs by observing
and assessing their readiness to learn, their interests, and their learning styles and
preferences. As teachers develop and deepen their understanding of individual students,
they can respond more effectively to the students’ needs by differentiating instructional
approaches – adjusting the method or pace of instruction, using different types of resources,
allowing a wider choice of topics, even adjusting the learning environment, if appropriate,
to suit the way their students learn and how they are best able to demonstrate their learning.
Unless students have an Individual Education Plan with modified curriculum expectations,
what they learn continues to be guided by the curriculum expectations and remains the
same for all students.

Lesson Design
Effective lesson design involves several important elements. Teachers engage students
in a lesson by activating their prior learning and experiences, clarifying the purpose for
learning, and making connections to contexts that will help them see the relevance and
usefulness of what they are learning. Teachers select instructional strategies to effectively
introduce concepts, and consider how they will scaffold instruction in ways that will best
meet the needs of their students. At the same time, they consider when and how to check
students’ understanding and to assess their progress towards achieving their learning
goals. Teachers provide multiple opportunities for students to apply their knowledge
and skills and to consolidate and reflect on their learning. A three-part lesson design
(e.g., “Minds On, Action, and Consolidation”) is often used to structure these elements.

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

Instructional Approaches in Canadian and World Studies
Instruction in Grade 9 and 10 Canadian and world studies should help students acquire
the knowledge, skills, and attributes they need in order to achieve the curriculum
expectations and to be able to think critically throughout their lives about issues related
to geography, history, and civics (politics). Effective instruction motivates students and
instils positive habits of mind, such as curiosity and open-mindedness; a willingness to
think, question, challenge, and be challenged; and an awareness of the value of listening
or reading closely and communicating clearly. To be effective, instruction must be based
on the belief that all students can be successful and that learning in Canadian and world
studies is important and valuable for all students.

Students’ views of and attitudes towards Canadian and world studies can have a
significant effect on their achievement of expectations. When students believe that these
subjects simply represent a body of preordained knowledge about certain topics, they
may question the relevance of their studies or may not approach their investigations with
an open and inquiring mind. Students must be given opportunities to see that inquiry is
not just about finding what others have found, and that they can use the inquiry process
not only to uncover knowledge but also to construct understandings and develop their
own positions on issues. Learning should be seen as a process in which students monitor
and reflect on the development of their knowledge, understandings, and skills.

39
 The Grade 9 and 10 Canadian and world studies curriculum provides opportunities for
teachers and students to select, within the broad parameters of the expectations, topics
for investigation. This flexibility allows teachers to tailor topics to suit the interests and
readiness of their students and to address the context of their local communities. It also
allows students to focus on the process of “doing” geography, history, and civics (politics),
rather than simply assimilating content. It is important that teachers plan their program
or units with the “end in mind”, selecting appropriate content, including issues and
examples, and ensuring that students develop the knowledge, understanding, and skills
to support this end.

Indigenous Expertise and Protocols

Teachers can provide opportunities for Elders, Métis Senators, knowledge keepers,
knowledge holders, residential school survivors and intergenerational survivors, and
Indigenous experts in fields such as history, the environment, culture, governance,
and law to offer their experience, skills, knowledge, and wisdom to benefit all students.
Teachers ensure that the expertise of the community advisers they consult and/or invite
into the classroom is well suited to the topic at hand, that cultural and engagement
protocols are followed, and that community members are approached in a respectful
and appropriate manner. Schools can contact their board’s Indigenous lead or a local
Indigenous organization for assistance in identifying experts in particular areas and
determining the protocols for inviting them into the school or classroom.

Connections to Current Events and Issues

Teachers need to integrate current events and issues within the curriculum expectations,
and not treat them as separate topics. The integration of current events and issues into
the curriculum will help students make connections between what they are learning in
class and past and present-day local, national, and global events, developments, and
issues. Examining current events helps students analyse controversial issues, understand
diverse perspectives, develop informed opinions, and build a deeper understanding
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

of the world in which they live. In addition, investigating current events will stimulate
students’ interest in and curiosity about the world around them. The inclusion of current
events in Canadian and world studies will help keep the curriculum a relevant, living
document.

PLANNING CANADIAN AND WORLD STUDIES PROGRAMS FOR STUDENTS

WITH SPECIAL EDUCATION NEEDS
Classroom teachers are the key educators of students with special education needs.
They have a responsibility to help all students learn, and they work collaboratively
with special education teachers, where appropriate, to achieve this goal. Classroom
teachers commit to assisting every student to prepare for living with the highest
degree of independence possible.

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten
to Grade 12 (Draft 2011) describes a set of beliefs, based in research, that should guide
program planning for students with special education needs in all disciplines. Teachers

40
planning Canadian and world studies courses need to pay particular attention to these
beliefs, which are as follows:
• All students can succeed.
• Each student has their own unique patterns of learning.
• Successful instructional practices are founded on evidence-based research,
tempered by experience.
• Universal design12 and differentiated instruction13 are effective and interconnected
means of meeting the learning or productivity needs of any group of students.
• Classroom teachers are the key educators for a student’s literacy and numeracy
development.
• Classroom teachers need the support of the larger community to create a learning
environment that supports students with special education needs.
• Fairness is not sameness.

In any given classroom, students may demonstrate a wide range of strengths and needs.
Teachers plan programs that recognize this diversity and give students performance tasks
that respect their particular abilities so that all students can derive the greatest possible
benefit from the teaching and learning process. The use of flexible groupings for instruction
and the provision of ongoing assessment are important elements of programs that
accommodate a diversity of learning needs.

In planning Canadian and world studies courses for students with special education
needs, teachers should begin by examining both the curriculum expectations in the
course appropriate for the individual student and the student’s particular strengths and
learning needs to determine which of the following options is appropriate for the student:
• no accommodations14 or modified expectations; or

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

• accommodations only; or
• modified expectations, with the possibility of accommodations; or
• alternative expectations, which are not derived from the curriculum expectations
for a course and which constitute alternative programs and/or courses.

If the student requires either accommodations or modified expectations, or both, the

relevant information, as described in the following paragraphs, must be recorded in their
Individual Education Plan (IEP). More detailed information about planning programs for
students with special education needs, including students who require alternative programs
and/or courses,15 can be found in Special Education in Ontario, Kindergarten to Grade 12:
Policy and Resource Guide, 2017 (Draft) (referred to hereafter as Special Education in

12. The goal of Universal Design for Learning (UDL) is to create a learning environment that is open and accessible
to all students, regardless of age, skills, or situation. Instruction based on principles of universal design is
flexible and supportive, can be adjusted to meet different student needs, and enables all students to access
the curriculum as fully as possible.
13. Differentiated instruction, as discussed on page 39 of this document, is effective instruction that shapes
each student’s learning experience in response to the student’s particular learning preferences, interests,
and readiness to learn.
14. “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or
indiviualized equipment (see Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First
Edition, Covering Grades 1 to 12, 2010, p. 72).
15. Alternative programs are identified on the IEP by the term “alternative (ALT)”.

41
 Ontario, 2017). For a detailed discussion of the ministry’s requirements for IEPs, see Part E
of Special Education in Ontario. (The document is available at http://www.edu.gov.on.ca/
eng/document/policy/os/onschools_2017e.pdf)

Students Requiring Accommodations Only

Some students with special education needs are able, with certain accommodations, to
participate in the regular course curriculum and to demonstrate learning independently.
Accommodations allow the student with special education needs to access the curriculum
without any changes to the course expectations. The accommodations required to facilitate
the student’s learning must be identified in the student’s IEP (Special Education in Ontario,
2017, p. E38). A student’s IEP is likely to reflect the same accommodations for many,
or all, subjects or courses.

Providing accommodations to students with special education needs should be the first
option considered in program planning. Instruction based on principles of universal
design and differentiated instruction focuses on the provision of accommodations to
meet the diverse needs of learners.

There are three types of accommodations:

• Instructional accommodations are changes in teaching strategies, including styles
of presentation, methods of organization, or use of technology and multimedia.
Some examples include the use of graphic organizers, photocopied notes, or
assistive software.
• Environmental accommodations are changes that the student may require in the
classroom and/or school environment, such as preferential seating or special lighting.
• Assessment accommodations are changes in assessment procedures that enable the
student to demonstrate their learning, such as allowing additional time to complete
tests or assignments or permitting oral responses to test questions.
(See page E39 of Special Education in Ontario, 2017, for more examples.)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

If a student requires “accommodations only” in Canadian and world studies courses,

assessment and evaluation of their achievement will be based on the regular course
curriculum expectations and the achievement levels outlined in this document. The IEP
box on the student’s provincial report card will not be checked, and no information on
the provision of accommodations will be included.

Students Requiring Modified Expectations

In Canadian and world studies courses, modified expectations for most students with
special education needs will be based on the regular course expectations, with an increase
or decrease in the number and/or complexity of the expectations. Modified expectations
must represent specific, realistic, observable, and measurable goals, and must describe
specific knowledge and/or skills that the student can demonstrate independently, given
the appropriate assessment accommodations.

It is important to monitor, and to reflect clearly in the student’s IEP, the extent to which
expectations have been modified. The principal will determine whether achievement of
the modified expectations constitutes successful completion of the course, and will decide

42
whether the student is eligible to receive a credit for the course. This decision must be
communicated to the parents and the student.

Modified expectations must indicate the knowledge and/or skills that the student is
expected to demonstrate and that will be assessed in each reporting period (Special Education
in Ontario, 2017, p. E27). Modified expectations should be expressed in such a way that
the student and parents can understand not only exactly what the student is expected
to know or be able to demonstrate independently, but also the basis on which the student’s
performance will be evaluated, resulting in a grade or mark that is recorded on the
provincial report card. The student’s learning expectations must be reviewed in relation
to the student’s progress at least once every reporting period, and must be updated as
necessary (Special Education in Ontario, 2017, p. E28).

If a student requires modified expectations in Canadian and world studies courses,

assessment and evaluation of their achievement will be based on the learning expectations
identified in the IEP and on the achievement levels outlined in this document. If some of
the student’s learning expectations for a course are modified but the student is working
towards a credit for the course, it is sufficient simply to check the IEP box on the provincial
report card. If, however, the student’s learning expectations are modified to such an
extent that the principal deems that a credit will not be granted for the course, the IEP
box must be checked and the appropriate statement from Growing Success: Assessment,
Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010,
page 62, must be inserted. The teacher’s comments should include relevant information
on the student’s demonstrated learning of the modified expectations, as well as next
steps for the student’s learning in the course.

PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

Ontario schools have some of the most multilingual student populations in the world.
The first language of approximately 26 per cent of the students in Ontario’s English-
language schools is a language other than English. In addition, some students use varieties
of English – also referred to as dialects – that differ significantly from the English required
for success in Ontario schools. Many English language learners were born in Canada and
have been raised in families and communities in which languages other than English,
or varieties of English that differ from the language used in the classroom, are spoken.
Other English language learners arrive in Ontario as newcomers from other countries;
they may have experience of highly sophisticated educational systems, or they may have
come from regions where access to formal schooling was limited.

When they start school in Ontario, many of these students are entering a new linguistic
and cultural environment. All teachers share in the responsibility for these students’
English-language development.

English language learners (students who are learning English as a second or additional
language in English-language schools) bring a rich diversity of background knowledge
and experience to the classroom. These students’ linguistic and cultural backgrounds not
only support their learning in their new environment but also become a cultural asset in
the classroom community. Teachers will find positive ways to incorporate this diversity
into their instructional programs and into the classroom environment.

43
 Most English language learners in Ontario schools have an age-appropriate proficiency in
their first language. Although they need frequent opportunities to use English at school,
there are important educational and social benefits associated with continued development
of their first language while they are learning English. Teachers need to encourage parents
to continue to use their own language at home in rich and varied ways as a foundation
for language and literacy development in English. It is also important for teachers to
find opportunities to bring students’ languages into the classroom, using parents and
community members as a resource.

During their first few years in Ontario schools, English language learners may receive
support through one of two distinct programs from teachers who specialize in meeting
their language-learning needs:

English as a Second Language (ESL) programs are for students born in Canada or newcomers
whose first language is a language other than English, or is a variety of English significantly
different from that used for instruction in Ontario schools.

English Literacy Development (ELD) programs are primarily for newcomers whose first
language is a language other than English, or is a variety of English significantly different
from that used for instruction in Ontario schools, and who arrive with significant gaps in
their education. These students generally come from countries where access to education
is limited or where there are limited opportunities to develop language and literacy skills
in any language. Some First Nations, Métis, or Inuit students from remote communities
in Ontario may also have had limited opportunities for formal schooling, and they also
may benefit from ELD instruction.

In planning programs for students with linguistic backgrounds other than English, teachers
need to recognize the importance of the orientation process, understanding that every
learner needs to adjust to the new social environment and language in a unique way and
at an individual pace. For example, students who are in an early stage of English-language
acquisition may go through a “silent period” during which they closely observe the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

interactions and physical surroundings of their new learning environment. They may
use body language rather than speech or they may use their first language until they
have gained enough proficiency in English to feel confident of their interpretations and
responses. Students thrive in a safe, supportive, and welcoming environment that nurtures
their self-confidence while they are receiving focused literacy instruction. When they are
ready to participate, in paired, small-group, or whole-class activities, some students will
begin by using a single word or phrase to communicate a thought, while others will speak
quite fluently.

In a supportive learning environment, most students will develop oral language

proficiency quite quickly. Teachers can sometimes be misled by the high degree of oral
proficiency demonstrated by many English language learners in their use of everyday
English and may mistakenly conclude that these students are equally proficient in their
use of academic English. Most English language learners who have developed oral
proficiency in everyday English will nevertheless require instructional scaffolding to
meet curriculum expectations. Research has shown that it takes five to seven years for
most English language learners to catch up to their English-speaking peers in their
ability to use English for academic purposes.

44
Responsibility for students’ English-language development is shared by the classroom
teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and
peers may also be helpful in supporting English language learners in the classroom.
Teachers must adapt the instructional program in order to facilitate the success of these
students in their classrooms. Appropriate adaptations include:
• modification of some or all of the subject expectations so that they are challenging
but attainable for the learners at their present level of English proficiency, given the
necessary support from the teacher;
• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic
organizers, and scaffolding; previewing of textbooks; pre-teaching of key
vocabulary; peer tutoring; strategic use of students’ first languages);
• use of a variety of learning resources (e.g., visual material, simplified text, bilingual
dictionaries, and materials that reflect cultural diversity);
• use of assessment accommodations (e.g., granting of extra time; use of oral
interviews, demonstrations or visual representations, or tasks requiring completion
of graphic organizers or cloze sentences instead of essay questions and other
assessment tasks that depend heavily on proficiency in English).

Teachers need to adapt the program for English language learners as they acquire English
proficiency. For students in the early stages of language acquisition, teachers need to modify
the curriculum expectations in some or all curriculum areas. Most English language
learners require accommodations for an extended period, long after they have achieved
proficiency in everyday English.

When curriculum expectations are modified in order to meet the language-learning needs
of English language learners, assessment and evaluation will be based on the documented
modified expectations. Teachers will check the ESL/ELD box on the provincial report

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

card only when modifications have been made to curriculum expectations to address the
language needs of English language learners (the box should not be checked to indicate
simply that they are participating in ESL/ELD programs or if they are only receiving
accommodations). There is no requirement for a statement to be added to the “Comments”
section of the report cards when the ESL/ELD box is checked.

Although the degree of program adaptation required will decrease over time, students
who are no longer receiving ESL or ELD support may still need some program adaptations
to be successful.

For further information on supporting English language learners, refer to the following
documents:
• The Ontario Curriculum, Grades 9–12: English as a Second Language and English
Literacy Development, 2007
• English Language Learners – ESL and ELD Programs and Services: Policies and Procedures
for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007
• Supporting English Language Learners with Limited Prior Schooling: A Practical Guide
for Ontario Educators, Grades 3 to 12, 2008
• Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, 2005.

45
 ENVIRONMENTAL EDUCATION AND CANADIAN AND WORLD STUDIES
Ontario’s education system will prepare students with the knowledge, skills, perspectives,
and practices they need to be environmentally responsible citizens. Students will
understand our fundamental connections to each other and to the world around us
through our relationship to food, water, energy, air, and land, and our interaction with
all living things. The education system will provide opportunities within the classroom
and the community for students to engage in actions that deepen this understanding.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental
Education in Ontario Schools, 2009, p. 6

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario
Schools outlines an approach to environmental education that recognizes the needs of
all Ontario students and promotes environmental responsibility in the operations of all
levels of the education system.

The three goals outlined in Acting Today, Shaping Tomorrow are organized around the
themes of teaching and learning, student engagement and community connections, and
environmental leadership. The first goal is to promote learning about environmental
issues and solutions. The second is to engage students in practising and promoting
environmental stewardship, both in the school and in the community. The third stresses
the importance of having organizations and individuals within the education system
provide leadership by implementing and promoting responsible environmental practices
throughout the system so that staff, parents, community members, and students become
dedicated to living more sustainably.

There are many opportunities to integrate environmental education into the teaching of
Canadian and world studies. In all subjects of this program, students can be encouraged
to explore a range of environmental issues. In the Grade 9 geography courses, students
may investigate environmental issues relating to topics such as Canadian resource
management, population growth and urban sprawl, and the impact of human activity
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

on the natural environment. Students also analyse the environmental sustainability of

current behaviours and practices, explore ways in which environmental stewardship can
be improved, and make connections between local, national, and global environmental
issues, practices, and processes. In the Grade 10 history courses, students are able to
explore various Canadian political policies and social movements related to the environment.
In Civics and Citizenship, students learn that the responsibilities of citizenship include
the protection and stewardship of the global commons, such as air and water, on a local,
national, and global scale. This course also provides opportunities for students to explore
various environmental issues of civic importance.

A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education,

Scope and Sequence of Expectations, 2011 – has been prepared to assist teachers in planning
lessons that integrate environmental education with other subject areas. It identifies
curriculum expectations and related examples and prompts in disciplines across the
Ontario curriculum that provide opportunities for student learning “in, about, and/or
for” the environment. Teachers can use the document to plan lessons that relate explicitly
to the environment, or they can draw on it for opportunities to use the environment as
the context for learning. The document can also be used to make curriculum connections
to school-wide environmental initiatives. This publication is available on the Ministry of
Education’s website, at www.edu.gov.on.ca/eng/curriculum/secondary/environ9to12.pdf

46
HEALTHY RELATIONSHIPS AND CANADIAN AND WORLD STUDIES
Every student is entitled to learn in a safe, caring environment, free from violence and
harassment. Research has shown that students learn and achieve better in such environments.
A safe and supportive social environment in a school is founded on healthy relationships –
the relationships between students, between students and adults, and between adults.
Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive
in an environment in which diversity is honoured and accepted. Healthy relationships
do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate
behaviours. To experience themselves as valued and connected members of an inclusive
social environment, students need to be involved in healthy relationships with their peers,
teachers, and other members of the school community.

Several provincial policies and initiatives, including the Foundations for a Healthy School
framework, the equity and inclusive education strategy, and the Safe Schools strategy,
are designed to foster caring and safe learning environments in the context of healthy
and inclusive schools. These policies and initiatives promote positive learning and teaching
environments that support the development of healthy relationships, encourage academic
achievement, and help all students reach their full potential.

In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy
Relationships, the Safe Schools Action Team confirmed “that the most effective way to
enable all students to learn about healthy and respectful relationships is through the
school curriculum” (p. 11). Teachers can promote this learning in a variety of ways. For
example, they can help students develop and practise the skills they need for building
healthy relationships by giving them opportunities to apply critical-thinking and problem-
solving strategies and to address issues through group discussions, role play, case study
analysis, and other means. Co-curricular activities such as clubs and intramural and
interschool sports provide additional opportunities for the kind of interaction that helps

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

students build healthy relationships. Teachers can also have a positive influence on students
by modelling the behaviours, values, and skills that are needed to develop and sustain
healthy relationships, and by taking advantage of “teachable moments” to address
immediate relationship issues that may arise among students.

One of the elements of the citizenship education framework (see page 10) is attributes –
that is, character traits, values, and habits of mind that are associated with responsible
citizenship. Several of these attributes – including collaboration, cooperation, empathy,
fairness, inclusiveness, and respect – are conducive to healthy relationships. The inter-
connections between citizenship education and the Canadian and world studies curriculum
provide multiple opportunities for students to explore and develop these attributes,
which help foster not only responsible, active citizenship but also healthy relationships,
both inside and outside the classroom.

A climate of cooperation, collaboration, respect, and open-mindedness is vital in the

Canadian and world studies classroom. These attitudes and attributes enable students
to develop an awareness of the complexity of a range of issues. Moreover, in examining
issues from multiple perspectives, students develop not only an understanding of various
positions on these issues but also a respect for different points of view. Students develop
empathy as they analyse events and issues from the perspectives of people in different
parts of Canada or the world, or from different historical eras. These attitudes and attributes
provide a foundation on which students can develop their own identity, explore inter-
connectedness with others, and form and maintain healthy relationships.
47
 EQUITY AND INCLUSIVE EDUCATION IN THE CANADIAN AND WORLD
STUDIES PROGRAM
The Ontario equity and inclusive education strategy focuses on respecting diversity,
promoting inclusive education, and identifying and eliminating discriminatory biases,
systemic barriers, and power dynamics that limit the ability of students to learn, grow,
and contribute to society. Antidiscrimination education continues to be an important
and integral component of the strategy.

In an environment based on the principles of inclusive education, all students, parents,

caregivers, and other members of the school community – regardless of ancestry,
culture, ethnicity, sex, physical or intellectual ability, race, religion, creed, gender
identity/expression, gender, sexual orientation, socio-economic status, or other factors –
are welcomed, included, treated fairly, and respected. Diversity is valued when all
members of the school community feel safe, welcomed, and accepted. Every student
is supported and inspired to succeed in a culture of high expectations for learning. In an
inclusive education system, all students see themselves reflected in the curriculum, their
physical surroundings, and the broader environment, so that they can feel engaged in
and empowered by their learning experiences.

The implementation of antidiscrimination principles in education influences all aspects of

school life. It promotes a school climate that encourages all students to strive for high levels
of achievement, affirms the worth of all students, and helps students strengthen their sense
of identity and develop a positive self-image. It encourages staff and students alike to value
and show respect for diversity in the school and the broader society. Antidiscrimination
education promotes equity, healthy relationships, and active, responsible citizenship.

Teachers can give students a variety of opportunities to learn about diversity and diverse
perspectives. By drawing attention to the contributions of women, the perspectives of
various ethnocultural, religious, and racial communities, and the beliefs and practices
of First Nations, Métis, and Inuit peoples, teachers enable students from a wide range
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

of backgrounds to see themselves reflected in the curriculum. It is essential that learning

activities and materials used to support the curriculum reflect the diversity of Ontario
society. In addition, teachers should differentiate instruction and assessment strategies
to take into account the background and experiences, as well as the interests, aptitudes,
and learning needs, of all students.

Interactions between the school and the community should reflect the diversity of
both the local community and the broader society. A variety of strategies can be used to
communicate with and engage parents and members from diverse communities, and to
encourage their participation in and support for school activities, programs, and events.
Family and community members should be invited to take part in teacher interviews, the
school council, and the parent involvement committee, and to attend and support activities
such as plays, concerts, co-curricular activities and events, and various special events at
the school. Schools may consider offering assistance with childcare or making alternative
scheduling arrangements in order to help caregivers participate. Students can also help
by encouraging and accompanying their families, who may be unfamiliar with the Ontario
school system. Special outreach strategies and encouragement may be needed to draw in
the parents of English language learners and First Nations, Métis, or Inuit students, and
to make them feel more welcomed in their interactions with the school.

48
The valuing of inclusiveness is an element of the vision statement for the social studies,
history, geography, and Canadian and world studies programs (see page 6). Thus,
encouraging students to understand and value diversity is a focus of geography, history,
and civics (politics) in Grades 9 and 10. The expectations in these courses provide numerous
opportunities for students to break through stereotypes and to learn about various social,
religious, and ethnocultural groups, including First Nations, Métis, and Inuit people,
and how their beliefs, values, and traditions are reflected in the community. Students also
investigate injustices and inequalities within various communities, but not simply through
the lens of victimization. Rather, they examine ways in which various people act or have
acted as agents of change and can serve as role models for responsible, active citizenship.

It is important that teachers of Canadian and world studies create an environment that
will foster a sense of community where all students feel included and appreciated. It is
imperative that students see themselves reflected in the choices of issues, examples,
materials, and resources selected by the teacher. When leading discussions on topics
related to diverse ethnocultural, socio-economic, or religious groups or the rights of
citizenship, teachers should ensure that all students – regardless of culture, religious
affiliation, gender, class, or sexual orientation – feel included and recognized in all
learning activities and discussions. By teachers carefully choosing support materials
that reflect the makeup of a class, students will see that they are respected. This will
lead to student understanding of and respect for the differences that exist in their
classroom and in the multiple communities to which they belong.

FINANCIAL LITERACY IN CANADIAN AND WORLD STUDIES

The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010
(p. 4) sets out the vision that:

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

Ontario students will have the skills and knowledge to take responsibility for
managing their personal financial well-being with confidence, competence,
and a compassionate awareness of the world around them.

There is a growing recognition that the education system has a vital role to play in
preparing young people to take their place as informed, engaged, and knowledgeable
citizens in the global economy. Financial literacy education can provide the preparation
Ontario students need to make informed decisions and choices in a complex and
fast-changing financial world.

Because making informed decisions about economic and financial matters has become an
increasingly complex undertaking in the modern world, students need to build knowledge
and skills in a wide variety of areas. In addition to learning about the specifics of saving,
spending, borrowing, and investing, students need to develop broader skills in problem
solving, inquiry, decision making, critical thinking, and critical literacy related to financial
issues, so that they can analyse and manage the risks that accompany various financial
choices. They also need to develop an understanding of world economic forces and the
effects of those forces at the local, national, and global level. In order to make wise choices,
they will need to understand how such forces affect their own and their families’ economic
and financial circumstances. Finally, to become responsible citizens in the global economy,
they will need to understand the social, environmental, and ethical implications of their

49
 own choices as consumers. For all of these reasons, financial literacy is an essential
component of the education of Ontario students – one that can help ensure that
Ontarians will continue to prosper in the future.

One of the elements of the vision for the social studies, history, geography, and Canadian
and world studies programs is to enable students to become responsible, active citizens
who are informed and critically thoughtful. Financial literacy is connected to this element.
In the Canadian and world studies program, students have multiple opportunities to
investigate and study financial literacy concepts related to the course expectations. For
example, in Grade 9 geography, students can develop their financial literacy skills when
investigating Canada’s role in the trading of commodities, the use of resources, or their
roles as consumers. In Grade 10 history, students investigate the impact of economic factors
on the development of Canada, including how different communities responded to or
were affected by these factors. In Civics and Citizenship in Grade 10, students develop
their understanding of the importance of paying taxes. This course also provides students
with opportunities to explore issues related to government expenditures and to analyse,
in the context of issues of civic importance, how limited resources are allocated.

A resource document – The Ontario Curriculum, Grades 9–12: Financial Literacy Scope and
Sequence of Expectations, 2011 – has been prepared to assist teachers in bringing financial
literacy into the classroom. This document identifies the curriculum expectations and
related examples and prompts, in disciplines across the Ontario curriculum, through
which students can acquire skills and knowledge related to financial literacy. The document
can also be used to make curriculum connections to school-wide initiatives that support
financial literacy. This publication is available on the Ministry of Education’s website, at
www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf.

LITERACY, MATHEMATICAL LITERACY, AND INQUIRY SKILLS IN CANADIAN

AND WORLD STUDIES
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Literacy is defined as the ability to use language and images in rich and varied forms
to read, write, listen, view, represent, and think critically about ideas. It involves the
capacity to access, manage, and evaluate information; to think imaginatively and
analytically; and to communicate thoughts and ideas effectively. Literacy includes
critical thinking and reasoning to solve problems and make decisions related to issues
of fairness, equity, and social justice. Literacy connects individuals and communities
and is an essential tool for personal growth and active participation in a cohesive,
democratic society.
Reach Every Student: Energizing Ontario Education, 2008, p. 6

Literacy instruction must be embedded across the curriculum. All teachers of all
subjects … are teachers of literacy.
Think Literacy Success, Grades 7–12: The Report of the Expert Panel
on Students at Risk in Ontario, 2003, p. 10

As these quotations suggest, literacy involves a range of critical-thinking skills and is

essential for learning across the curriculum. Literacy instruction takes different forms of

50
emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught.
Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success
in all subjects of the curriculum and in all areas of their lives.

Many of the activities and tasks that students undertake in the Canadian and world studies
curriculum involve the literacy skills relating to oral, written, and visual communication.
For example, they develop literacy skills by reading, interpreting, and analysing various
texts, including diaries, letters, government legislation and policy documents, interviews,
speeches, treaties, information from non-governmental organizations, news stories, and
fiction and non-fiction books. In addition, they develop the skills needed to construct,
extract information from, and analyse various types of maps and digital representations,
including topographic, demographic, thematic, annotated, choropleth, and geographic
information systems (GIS) maps. In all Canadian and world studies courses, students
are required to use appropriate and correct terminology, including that related to the
concepts of disciplinary thinking, and are encouraged to use language with care and
precision in order to communicate effectively.

The Ministry of Education has facilitated the development of materials to support literacy
instruction across the curriculum. Helpful advice for integrating literacy instruction in
Canadian and world studies may be found in the following resource materials:
• Me Read? And How! Ontario Teachers Report on How to Improve Boys’ Literacy Skills, 2009
• Think Literacy: Cross-Curricular Approaches, Grades 7–12, 2003

The Canadian and world studies program also builds on, reinforces, and enhances
mathematical literacy. Many courses in Canadian and world studies provide students
with opportunities to reinforce their mathematical literacy in areas involving computational
strategies and data management and, in particular, the ability to read and construct graphs.
For example, students exploring trends in geography might need to interpret population

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

pyramids or climate graphs as well as data related to economic development and/or
quality of life. Calculations and graphing are often used in field studies: students engaged
in a field study focusing on traffic congestion, for example, may need to develop methods
of gathering data on the vehicle count per minute for selected times of day and then
might construct graphs to communicate their findings. In addition, student may use
their mathematical literacy skills when interpreting data from various types of maps
and when creating maps to communicate their findings.

Inquiry and research are at the heart of learning in all subject areas. In Canadian and
world studies courses, students are encouraged to develop their ability to ask questions
and to explore a variety of possible answers to those questions. As they advance through
the grades, they acquire the skills to locate relevant information from a variety of print
and electronic sources, such as books, periodicals, dictionaries, encyclopedias, interviews,
videos, and relevant Internet sources. The questioning they practised in the early grades
becomes more sophisticated as they learn that all sources of information have a particular
point of view and that the recipient of the information has a responsibility to evaluate it,
determine its validity and relevance, and use it in appropriate ways. The ability to locate,
question, and validate information allows a student to become an independent, lifelong
learner.

51
 CRITICAL THINKING AND CRITICAL LITERACY IN CANADIAN AND WORLD STUDIES
Critical thinking is the process of thinking about ideas or situations in order to understand
them fully, identify their implications, make a judgement, and/or guide decision making.
Critical thinking includes skills such as questioning, predicting, analysing, synthesizing,
examining opinions, identifying values and issues, detecting bias, and distinguishing
between alternatives. Students who are taught these skills become critical thinkers who
can move beyond superficial conclusions to a deeper understanding of the issues they are
examining. They are able to engage in an inquiry process in which they explore complex
and multifaceted issues, and questions for which there may be no clear-cut answers.

Students use critical-thinking skills in Canadian and world studies when they assess,
analyse, and/or evaluate the impact of something and when they form an opinion about
something and support that opinion with a rationale. In order to think critically, students
need to examine the opinions and values of others, detect bias, look for implied meaning,
and use the information gathered to form a personal opinion or stance, or a personal plan
of action with regard to making a difference.

Students approach critical thinking in various ways. Some students find it helpful to
discuss their thinking, asking questions and exploring ideas. Other students, including
many First Nations, Métis, and Inuit students, may take time to observe a situation or
consider a text carefully before commenting; they may prefer not to ask questions or
express their thoughts orally while they are thinking.

In developing critical-thinking skills in Canadian and world studies, students must

ask themselves effective questions in order to interpret information, detect bias in their
sources, determine why a source might express a particular bias, and consider the values
and perspectives of a variety of groups and individuals.

The development of these critical-thinking skills is supported in every course in the

Canadian and world studies curriculum by strand A on inquiry and skill development
as well as by the concepts of disciplinary thinking that are identified as a focus for each
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

overall expectation (for a description of the concepts of disciplinary thinking, see page 13).
As they work to achieve the Canadian and world studies expectations, students frequently
need to identify the possible implications of choices. As they gather information from
a variety of sources, they need to be able to interpret what they are listening to, reading,
or viewing; to look for instances of bias; and to determine why a source might express
a particular bias.

Critical literacy is the capacity for a particular type of critical thinking that involves looking
beyond the literal meaning of a text to determine what is present and what is missing,
in order to analyse and evaluate the text’s complete meaning and the author’s intent.
Critical literacy goes beyond conventional critical thinking by focusing on issues related
to fairness, equity, and social justice. Critically literate students adopt a critical stance,
asking what view of the world the text advances and whether they find this view acceptable,
who benefits from the text, and how the reader is influenced.

52
Critically literate students understand that meaning is not found in texts in isolation. People
make sense of a text, or determine what a text means, in a variety of ways. Students
therefore need to be aware of points of view (e.g., those of people from various cultures),
the context (e.g., the beliefs and practices of the time and place in which a text was created
and those in which it is being read or viewed), the background of the person interacting
with the text (e.g., upbringing, friends, communities, education, experiences), intertextuality
(e.g., information that a reader or viewer brings to a text from other texts experienced
previously), gaps in the text (e.g., information that is left out and that the reader or viewer
must fill in), and silences in the text (e.g., voices of a person or group not heard).

In Canadian and world studies, students who are critically literate are able, for example,
to actively analyse media messages and determine potential motives and underlying
messages. They are able to determine what biases might be contained in texts, media,
and resource material and why that might be, how the content of these materials might
be determined and by whom, and whose perspectives might have been left out and why.
Students would then be equipped to produce their own interpretation of the issue.
Opportunities should be provided for students to engage in a critical discussion of
“texts”, which can include books (including textbooks), television programs, movies, web
pages, advertising, music, gestures, oral texts, visual art works, maps, graphs, graphic
texts, and other means of expression. Such discussions empower students to understand
the impact on members of society that was intended by the text’s creators. Language
and communication are never neutral: they are used to inform, entertain, persuade,
and manipulate.

Another aspect of critical thinking is metacognition, which involves developing one’s

thinking skills by reflecting on one’s own thought processes. Metacognitive skills include
the ability to monitor one’s own learning. Acquiring and using metacognitive skills has
emerged as a powerful approach for promoting a focus on thinking skills in literacy and

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

across all disciplines. In Canadian and world studies, metacognitive skills are developed
in a number of ways. Throughout the inquiry process, students use metacognitive skills
to reflect on their thinking, ensuring, for example, that their questions are appropriate,
that they have logically interpreted the information they have generated, and that the
appropriate concepts of disciplinary thinking are reflected in their analysis. Through the
application of metacognitive skills, students constantly revisit and rethink their work,
leading to a deepening of the inquiry process.

Outside of the inquiry and skill development strand, students are given many opportunities
to reflect on and monitor their learning. As they develop hands-on practical skills related
to daily life, as well as relationship skills, communication skills, and critical-thinking
skills, students are given opportunities to reflect on their strengths and needs and to
monitor their progress. In addition, they are encouraged to advocate for themselves to
get the support they need in order to achieve their goals. In all areas of Canadian and
world studies, students are expected to reflect on how they can apply the knowledge and
skills they acquire in their courses to their lives, in meaningful, authentic ways – in the
classroom, in the family, with peers, and within the various communities to which they
belong. This process helps students move beyond the amassing of information to an
appreciation of the relevance of Canadian and world studies to their lives.

53
 THE ROLE OF THE SCHOOL LIBRARY IN THE CANADIAN AND WORLD STUDIES
PROGRAM
The school library program can help build and transform students’ knowledge in order
to support lifelong learning in our information- and knowledge-based society. The school
library program supports student success across the Canadian and world studies curriculum
by encouraging students to read widely, teaching them to examine and read many forms
of text for understanding and enjoyment, and helping them improve their research skills
and effectively use information gathered through research.

The school library program enables students to:

• develop a love of reading for learning and for pleasure;
• acquire an understanding of the richness and diversity of texts produced in Canada
and around the world;
• obtain access to programs, resources, and integrated technologies that support all
curriculum areas;
• understand and value the role of public library systems as a resource for lifelong
learning.

The school library program plays a key role in the development of information literacy
and research skills. Teacher-librarians, where available, collaborate with classroom or
content-area teachers to design, teach, and provide students with authentic information
and research tasks that foster learning, including the ability to:
• access, select, gather, process, critically evaluate, create, and communicate
information;
• use the information obtained to explore and investigate issues, solve problems,
make decisions, build knowledge, create personal meaning, and enrich their lives;
• communicate their findings to different audiences, using a variety of formats and
technologies;
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

• use information and research with understanding, responsibility, and imagination.

In addition, teacher-librarians can work with teachers of Canadian and world studies to
help students:
• develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and
videos, in order to access information, databases, and demonstrations relevant
to Canadian and world studies;
• design questions for Canadian and world studies inquiries;
• create and produce single-medium or multimedia presentations.

Teachers of Canadian and world studies are also encouraged to collaborate with both
local librarians and teacher-librarians on collecting digital, print, and visual resources
for projects (e.g., biographies and/or autobiographies of people who have contributed
to Canada; books with historical and geographic photographs and maps of Canada;
culture-specific image collections; and informational videos). Librarians may also be
able to assist in accessing a variety of online resources and collections (e.g., professional
articles, image galleries, videos).

Teachers need to discuss with students the concept of ownership of work and the importance
of copyright in all forms of media.
54
THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE
CANADIAN AND WORLD STUDIES PROGRAM
Information and communications technology (ICT) provides a range of tools that can
significantly extend and enrich teachers’ instructional strategies and support student
learning. ICT can help students not only to collect, organize, and sort the data they gather
and to write, edit, and present reports on their findings but also to make connections
with other schools, at home and abroad, and to bring the global community into the
local classroom.

The integration of information and communications technologies into the Canadian

and world studies program represents a natural extension of the learning expectations.
ICT tools can be used in a number of ways:
• In the inquiry process: ICT programs can help students throughout the inquiry
process as they gather, organize, and analyse information, data, and evidence,
and as they write, edit, and communicate their findings.
• When developing spatial skills: Students can extract and analyse information using
on-line interactive mapping and graphing programs. Such programs can also help
students organize and present information in maps and graphs. Students in
geography develop their ability to use GIS to layer information when analysing
and creating new maps. The “using spatial skills” suggestions that follow some
specific expectations in the geography courses provide students with opportunities
to use various ICT tools and programs.
• As part of field studies: When engaging in a field study, students can combine a
number of ICT tools such as GPS, hand-held personal digital devices, and digital
cameras.
• As simulations: Various simulation programs are available that provide hands-on

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

visual engagement to support student learning.

Whenever appropriate, students should be encouraged to use ICT to support and

communicate their learning. For example, students working individually or in groups
can use computer technology to gain access to the websites of museums, galleries,
archives, and heritage sites in Canada and around the world as well as to access digital
atlases and other sources of information and data. They can also use cloud/online data
storage and portable storage devices to store information, as well as technological devices,
software, and online tools to organize and present the results of their investigations to
their classmates and others.

Although the Internet is a powerful learning tool, there are potential risks attached to
its use. All students must be made aware of issues related to Internet privacy, safety, and
responsible use, as well as of the potential for abuse of this technology, particularly when
it is used to promote hatred.

ICT tools are also useful for teachers in their teaching practice, both for whole-class
instruction and for the design of curriculum units that contain varied approaches to
learning in order to meet diverse student needs. A number of digital resources to support
learning are licensed through the ministry; they are listed at https://www.osapac.ca/dlr/.

55
 THE ONTARIO SKILLS PASSPORT: MAKING LEARNING RELEVANT AND
BUILDING SKILLS
The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides
teachers and students with clear descriptions of the “Essential Skills” and work habits
important in work, learning, and life. Teachers planning programs in Canadian and
world studies can engage students by using OSP tools and resources to show how
what they learn in class can be applied in the workplace and in everyday life.

The Essential Skills identified in the OSP are:

• Reading Text
• Writing
• Document Use
• Computer Use
• Oral Communication
• Numeracy: Money Math; Scheduling or Budgeting and Accounting; Measurement
and Calculation; Data Analysis; and Numerical Estimation
• Thinking Skills: Job Task Planning and Organization; Decision Making; Problem
Solving; and Finding Information

Work habits specified in the OSP are: working safely, teamwork, reliability, organization,
working independently, initiative, self-advocacy, customer service, and entrepreneurship.

Essential Skills, such as Reading Text, Document Use, and Problem Solving, are used in
virtually all occupations and are the foundation for learning other skills, including tech-
nical skills. OSP work habits such as organization, reliability, and working independently
are reflected in the learning skills and work habits addressed in the provincial report
card. Essential Skills and work habits are transferable from school to work, independent
living, and further education or training, as well as from job to job and sector to sector.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Included in the OSP are videos and databases that focus on everyday tasks and occupation-
specific workplace tasks and that teachers can use to connect classroom learning to life
outside of school. Teachers can also consult A Guide to Linking Essential Skills and the
Curriculum, 2009, which illustrates how to integrate explicit references to Essential Skills
into classroom activities as well as how to give feedback to learners when they demonstrate
these skills.

For further information on the Ontario Skills Passport, including the Essential Skills and
work habits, visit http://skills.edu.gov.on.ca.

EDUCATION AND CAREER/LIFE PLANNING THROUGH THE CANADIAN AND

WORLD STUDIES CURRICULUM
The goals of the Kindergarten to Grade 12 education and career/life planning program
are to:
• ensure that all students develop the knowledge and skills they need to make
informed education and career/life choices;

56
 • provide classroom and school-wide opportunities for this learning; and
• engage parents and the broader community in the development, implementation,
and evaluation of the program, to support students in their learning.

The framework of the program is a four-step inquiry process based on four questions
linked to four areas of learning: (1) knowing yourself – Who am I?; (2) exploring
opportunities – What are my opportunities?; (3) making decisions and setting goals –
Who do I want to become?; and, (4) achieving goals and making transitions – What is
my plan for achieving my goals?.

Classroom teachers support students in education and career/life planning by providing

them with learning opportunities, filtered through the lens of the four inquiry questions,
that allow them to apply subject-specific knowledge and skills to work-related situations;

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

explore subject-related education and career/life options; and become competent, self-
directed planners. The curriculum expectations in Canadian and world studies provide
opportunities to relate classroom learning to education and career/life planning that will
prepare students for success in school, work, and life.

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING

Planned learning experiences in the community, including job shadowing and job
twinning, work experience, and cooperative education, provide students with opportunities
to see the relevance of their classroom learning in a work setting, make connections
between school and work, and explore a career of interest as they plan their pathway
through secondary school and on to their postsecondary destination. In addition, through
experiential learning, students develop the skills and work habits required in the workplace
and acquire a direct understanding of employer and workplace expectations.

Experiential learning opportunities associated with various aspects of the Canadian and
world studies curriculum help broaden students’ knowledge of employment opportunities
in a wide range of fields, including parks and recreation; environmental industries such
as water management; public institutions such as municipal offices, libraries, museums,
and archives; the public service; local not-for-profit organizations; and the tourism industry.

57
 Students may take the course Cooperative Education Linked to a Related Course (or
Courses), with a Canadian and world studies course as the related course, to meet the
Ontario Secondary School Diploma additional compulsory credit requirements for
Groups 1, 2, and 3.

Policies and guidelines regarding cooperative education in Ontario schools, including

workplace opportunities such as job twinning, job shadowing, and work experience, are
outlined in the 2018 cooperative education curriculum policy document, available on the
ministry website, at www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html.

For guidelines to ensure the provision of Workplace Safety and Insurance Board (WSIB)
coverage for students fourteen years of age or older participating in work education
programs (also known as experiential learning programs) in which they are considered
workers but are not earning wages, see Policy/Program Memorandum No. 76A,
“Workplace Safety and Insurance Coverage for Students in Work Education Programs”.
Teachers should also make sure that students in work education or experiential learning
programs meet the minimum age requirements set out in the Occupational Health and
Safety Act (OHSA).

PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST

HIGH SKILLS MAJOR
Canadian and world studies courses are well suited for inclusion in Specialist High
Skills Majors (SHSMs) or in programs designed to provide pathways to particular
apprenticeship, college, university, or workplace destinations, In some SHSM programs,
courses in this curriculum can be bundled with other courses to provide the academic
knowledge and skills important to particular economic sectors and required for success
in the workplace and postsecondary education, including apprenticeship training. Canadian
and world studies courses can also serve as the in-school link with cooperative education
credits that provide the workplace experience required not only for some SHSM programs
but also for various program pathways to postsecondary education, apprenticeship training,
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

and workplace destinations.

HEALTH AND SAFETY IN THE CANADIAN AND WORLD STUDIES PROGRAM

As part of every course, students must be made aware that health and safety are everyone’s
responsibility – at home, at school, and in the workplace. Teachers must model safe
practices at all times and communicate safety requirements to students in accordance
with school board and Ministry of Education policies and Ministry of Labour regulations.

Health and safety issues not usually associated with Canadian and world studies
education may be important when the learning involves field trips and field studies.
Out-of-school field trips can provide an exciting and authentic dimension to students’
learning experiences, but they also take the teacher and students out of the predictable
classroom environment and into unfamiliar settings. Teachers must preview and plan
these activities carefully to protect students’ health and safety.

58
ETHICS IN THE CANADIAN AND WORLD STUDIES PROGRAM
The Canadian and world studies curriculum provides varied opportunities for students
to learn about ethical issues and to explore the role of ethics in both public and personal
decision making. During the inquiry process, students may need to make ethical judgements
when evaluating evidence and positions on various issues, and when drawing their own
conclusions about issues, developments, and events. Teachers may need to help students
in determining appropriate factors to consider when making such judgements. In addition,
it is crucial that teachers provide support and supervision to students throughout the
inquiry process, ensuring that students engaged in an inquiry are aware of potential
ethical concerns and address them in acceptable ways. If students are conducting surveys
and/or interviews, teachers must supervise their activities to ensure that they respect the
dignity, privacy, and confidentiality of their participants.

Teachers should ensure that they thoroughly address the issue of plagiarism with students.
In a digital world in which we have easy access to abundant information, it is very easy
to copy the words of others and present them as one’s own. Students need to be reminded,
even at the secondary level, of the ethical issues surrounding plagiarism, and the conse-
quences of plagiarism should be clearly discussed before students engage in an inquiry.
It is important to discuss not only the more “blatant” forms of plagiarism, but also more
nuanced instances that can occur. Students often struggle to find a balance between writing
in their own voice and acknowledging the work of others in the field. Merely telling
students not to plagiarize, and admonishing those who do, is not enough. The skill of
writing in one’s own voice, while appropriately acknowledging the work of others, must
be explicitly taught to all students in Canadian and world studies classes. Using accepted
forms of documentation to acknowledge sources is a specific expectation within the
inquiry and skill development strand for each course in the Canadian and world
studies curriculum.

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

59
COURSES
GEOGRAPHY
INTRODUCTION
Geography is about determining the significance of “place” as it relates to the natural
environment, the human environment, and interactions within and between them. To
investigate geographic issues, students must analyse the influences and interrelationships
that give a place its distinctive characteristics and thus its spatial importance. Geographic
analysis also requires an investigation of the economic, environmental, social, and political
perspectives that relate to an issue. The application of the concepts of geographic thinking,
spatial skills, and the use of field studies are central to the geographic inquiry process
and the learning of geography.

Strands
Each of the Grade 9 geography courses is organized into the following five strands:
A. Geographic Inquiry and Skill Development: This strand highlights the
geographic inquiry process and the spatial skills that students need in order
to think critically about geographic issues relating to interactions within and
between the natural environment and human communities in Canada. Throughout
the course, students will apply the geographic inquiry process, the concepts of
geographical thinking, and related skills and spatial technologies in a variety of
contexts, from local to global. In so doing, they will develop their ability to think
critically, solve problems, and work collaboratively with their fellow citizens to
make their community and Canada a more sustainable place in which to live.
B. Interactions in the Physical Environment: This strand develops students’
understanding of how natural phenomena and events influence their daily
lives. They will analyse the role of physical systems and processes in shaping
the natural environment and the many ways in which the natural environment
influences the types of human activity that take place in Canadian communities.
Students will also analyse the effects that human activities, such as transportation,
recreation, and industrial processes, have on the Earth’s physical systems and
processes.
C. Managing Canada’s Resources and Industries: In this strand, students will
analyse issues related to Canadian resources and industries, and assess the
impacts of resource policy, resource management, and consumer choices on
resource sustainability. They will also investigate the growing importance of
knowledge-based industries and human capital in our economy and assess
the contribution of different industrial sectors to Canada’s export trade and
economic performance.

63
 D. Changing Populations: In this strand, students will analyse trends in Canada’s population and
assess the implications of these trends in local, national, and global contexts. Students will have
the opportunity to analyse geographic issues associated with population demographics and
settlement patterns and to assess strategies that could be used to address the economic,
environmental, social, and political implications of an aging and increasingly diverse population.
E. Liveable Communities: This strand focuses on the need for students to recognize how the
infrastructure of a community can affect its liveability and its environmental, economic,
and social sustainability. Issues relating to land use, urban growth, and human systems
are analysed. Students will have the opportunity to develop strategies for making their
community a more sustainable place in which to live.

Citizenship Education
The expectations in the Grade 9 geography courses provide opportunities for
students to explore a number of concepts connected to the citizenship education
framework (see page 10).

The Concepts of Geographic Thinking

The four concepts of geographic thinking – spatial significance, patterns and trends, interrelationships,
and geographic perspective – underpin thinking and learning in all geography courses in the Canadian
and world studies program. At least one concept of geographic thinking is identified as the focus for
each overall expectation in strands B–E of these courses. The following chart describes each concept
and provides sample questions related to it. These questions highlight opportunities for students
to apply a specific concept in their studies. (See page 13 for a fuller discussion of the concepts of
disciplinary thinking.)

Spatial Significance
This concept requires students to determine the importance of a place or region. They explore the
connections that exist between the geographical location and physical characteristics of a site and
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

analyse the unique relationships that exist in and between the natural and human environments in a
particular place. Students come to understand that the significance of the same place may be different
for humans, animals, and plants.

Related Questions*
− What are wetlands? Why are they important? (Grade 7, A3.4)
− Why are there so many high-rise buildings in Hong Kong? (Grade 8, A1.1)
− What does a population settlement map tell us about the preferred range of latitude for settlement
in Canada? (CGC1P, B2.2)
− How does the availability of fresh water in Canada compare with the availability of fresh water
elsewhere in the world? (CGC1P, C3.2)
− How does the official plan for your community address urban sprawl? (CGC1D, E2.3)
(continued)
* These “related questions” are drawn directly from the overview charts that precede the geography courses and from the
sample questions that accompany many specific expectations. To highlight the continuity between the geography courses in
Grade 9 and those in Grades 7 and 8, and to show possible progression in the use of the concepts of geographic thinking over
those grades, the chart includes some questions from the elementary geography curriculum as well.

64
Patterns and Trends
This concept requires students to recognize characteristics that are similar and that repeat themselves in
a natural or human environment (patterns) and characteristics or traits that exhibit a consistent tendency
in a particular setting over a period of time (trends). The characteristics may be spatial, social, economic,
physical, or environmental. Students analyse connections between characteristics to determine patterns;
they analyse connections between those characteristics over time to determine trends.

Related Questions

Geography
− Where are mountains located in the world? What are the characteristics of a mountain? Are there
different types of mountains? What characteristics make each type unique? (Grade 7, A3.1)
− Why is there a global phenomenon of people moving to urban centres? (Grade 8, A3.4)
− Is there a pattern in the types of resources and products that Canada exports and imports? (CGC1P, C2.2)
− What trends do you see in the use of alternative energy in Ontario? (CGC1P, A1.5)
− What pattern or patterns do you see in the location of First Nations reserves across Canada?”
(CGC1D, D3.1)
Interrelationships
This concept requires students to explore connections within and between natural and human environments.
The interconnected parts of an environment or environments work together to form a system. Students
must understand the relationships that exist within a system and then critically analyse the relationships
between systems in order to determine the impact they have on one another.

Related Questions
− Why does the process used to extract a natural resource depend on where the resource is located?
(Grade 7, B1.1)
− What factors influence the quality of life in different countries? Why is it important to be aware of and
to address global inequalities of wealth and in quality of life? (Grade 8, Overview)
− How does surrounding farmland support a community, and what stresses might the community place
on the farmland? (CGC1P, E2.1)
− How might the breaking up of continental ice in Greenland and the Antarctic affect Canada’s coastline?
(CGC1D, B2.1)
Geographic Perspective
This concept requires students to consider the environmental, economic, political, and/or social implications
of the issues, events, developments, and/or phenomena that they are analysing. In order to solve problems,
make decisions or judgements, or formulate plans of action effectively, students need to develop their
ability to examine issues from multiple perspectives.

Related Questions
− What impact did this earthquake have on this city? How did it affect the people, their homes, schools,
and businesses? …Was the economic impact felt only within the city, or was its reach regional,
national, or global? In what ways did the damage caused by the earthquake affect the natural
environment? (Grade 7, A2.1)
− What do we know about how improved access to education for girls can affect a society? How might
an increase in education spending affect the health of the people in a country? (Grade 8, B2.1)
− In what ways can cultural diversity enrich the life of a community? (CGC1P, D1.2)
− What factors need to be considered when analysing the impact of expanding a highway? (CGC1D, A1.1)
− Does the financial benefit of extracting natural resources justify related social and/or environmental
impacts? (CGC1D, A1.6)
INTRODUCTION

65
 The Geographic Inquiry Process
In each of the geography courses in the Canadian and world studies curriculum, strand A focuses
explicitly on the geographic inquiry process, guiding students in their investigations of issues, events,
developments, and/or various geographic phenomena. This process is not intended to be applied
in a linear manner: students will use the applicable components of the process in the order most
appropriate for them and for the task at hand. Although strand A covers all of the components of the
inquiry process, it is important to note that students apply skills associated with the inquiry process
throughout the content strands in each course. (See page 27 for a fuller discussion of the inquiry
Geography

process in the Canadian and world studies program.)

The following chart identifies ways in which students may approach each of the components of the
geographic inquiry process.

Formulate Questions
Students formulate questions:
− to explore various events, developments, issues, and/or phenomena that are related to the overall
expectations in order to identify the focus of their inquiry
− to help them determine which key concept or concepts of geographical thinking are relevant to
their inquiry
− that reflect the selected concept(s) of geographical thinking
− to develop criteria that they will use in evaluating data, evidence, and/or information, making
judgements, decisions, or predictions, and/or reaching conclusions
Gather and Organize
Students:
− collect relevant qualitative and quantitative data, evidence, and information from field studiesa and
a variety of primary and secondary sources,b including visualsc and community resourcesd
− determine if their sources are accurate and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the data, evidence, and/or information they have gathered
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

− record the sources of the data, evidence, and information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry
(continued)

a. Field studies may include, but are not limited to, studies in local neighbourhoods, school grounds, and various sites
that allow students to explore different land uses (e.g., recreational, commercial, industrial, and transportation uses).
b. Primary sources may include, but are not limited to, census data, land claims, letters, photographs, speeches, and works
of art. Secondary sources may include, but are not limited to, documentaries and other films, news articles, reference books,
and most websites.
c. Visuals may include, but are not limited to, satellite images, maps, globes, models, graphs, and diagrams.
d. Community resources may include, but are not limited to, local conservation areas, resources from community groups
and associations, government resources, and local plans.

66
Interpret and Analyse
Students:
− analyse data, evidence, and information, applying the relevant concepts of geographic thinking
(see preceding chart)
− use different types of graphic organizers to help them interpret and/or analyse their data, evidence,
and information
− identify the key points or ideas in each source
− analyse graphs, charts, diagrams, and maps

Geography
− construct graphs, charts, diagrams, and maps to help them analyse the issue, event, development,
or phenomenon they are investigating
− analyse their sources to determine the importance of an issue, event, development, or phenomenon
for individuals or groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize data, evidence, and information, and make informed, critical judgements based on that
data, evidence, and information
− determine the short- and long-term impact of an event, development, issue, or phenomenon on
people and/or places
− reach conclusions about their inquiry, and support them with their data, evidence, and information
− make predictions based on their data, evidence, and information
− determine the ethical implications of an issue or action
− determine the action required, where appropriate
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, kinaesthetic) for different audiences and purposes
− communicate their arguments, conclusions, predictions, and plans of action clearly and logically
− use geographical terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

67
Issues in Canadian
Geography, Grade 9
Academic CGC1D

This course examines interrelationships within and between Canada’s natural and human
systems and how these systems interconnect with those in other parts of the world. Students
will explore environmental, economic, and social geographic issues relating to topics
such as transportation options, energy choices, and urban development. Students will
apply the concepts of geographic thinking and the geographic inquiry process, including
spatial technologies, to investigate various geographic issues and to develop possible
approaches for making Canada a more sustainable place in which to live.

Prerequisite: None

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A: Geographic Inquiry and Skill Development

Overall Expectations

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating issues relating to Canadian geography

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology
skills, developed through the investigation of Canadian geography, and identify some careers in
which a background in geography might be an asset
(continued)

69
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from
strand A in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts Big Ideas* Framing Questions*
Grade 9, Academic

of Geographic Thinking

B: Interactions in the Physical Environment

B1. The Physical Environment and Human Activities: Physical processes How do the natural
analyse various interactions between physical processes, influence where and how characteristics of Canada
phenomena, and events and human activities in Canada people live, work, and play influence human activity,
(FOCUS ON: Interrelationships; Geographic Perspective) in Canada. and how might human
activity influence Canada’s
People have different
natural characteristics?
beliefs about the impact
of human actions on the In what ways do Earth’s
natural environment and natural processes,
global systems. phenomena, and events
influence Canada’s natural
B2. Interrelationships between Physical Systems, Geological, climatic, and
characteristics?
Processes, and Events: analyse characteristics of hydrological processes,
various physical processes, phenomena, and events phenomena, and events In what ways is Canadian
affecting Canada and their interrelationship with global have shaped, and continue identity tied to our natural
physical systems (FOCUS ON: Patterns and Trends; to shape, Canada’s natural landscape?
Interrelationships) landscape.

B3. The Characteristics of Canada’s Natural Natural environmental

Environment: describe various characteristics of the characteristics, such as
natural environment and the spatial distribution of climate, geology, drainage
physical features in Canada, and explain the role of patterns, and vegetation,
physical processes, phenomena, and events in shaping define the physical
them (FOCUS ON: Spatial Significance; Patterns and Trends) regions of Canada.

C: Managing Canada’s Resources and Industries

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

C1. The Sustainability of Resources: analyse impacts of The way Canada’s How do we balance our
resource policy, resource management, and consumer resources are used has needs and wants with
choices on resource sustainability in Canada (FOCUS a direct impact on the sustainable resource
ON: Interrelationships; Geographic Perspective) availability of resources development?
for the future.
What criteria should we set
C2. The Development of Resources: analyse issues People have different for the extraction and
related to the distribution, availability, and development points of view about how development of Canada’s
of natural resources in Canada from a geographic Canada’s natural resources natural resources?
perspective (FOCUS ON: Interrelationships; Geographic should be developed.
Perspective) Which resources and
industries would you
C3. Industries and Economic Development: assess the Canada’s economic consider to be most
relative importance of different industrial sectors to the well-being relies on the valuable to Canada?
Canadian economy and Canada’s place in the global development of both
economy, and analyse factors that influence the location natural and human
of industries in these sectors (FOCUS ON: Spatial resources.
Significance; Patterns and Trends)
(continued)

70
 Issues in Canadian Geography
Overall Expectations and Related Concepts Big Ideas* Framing Questions*
of Geographic Thinking

D. Changing Populations

D1. Population Issues: analyse selected national and Global population trends How might Canada’s
global population issues and their implications for and socio-economic response to global
Canada (FOCUS ON: Interrelationships; Patterns and issues can affect Canadian population issues affect
Trends) communities. Canadian communities?

D2. Immigration and Cultural Diversity: describe the Immigration and cultural What criteria should
diversity of Canada’s population, and assess some social, diversity present both be used to determine
economic, political, and environmental implications of opportunities and Canadian immigration
immigration and diversity for Canada (FOCUS ON: challenges for Canadian policy?
Spatial Significance; Geographic Perspective) communities.
In what ways do
D3. Demographic Patterns and Trends: analyse The distribution and demographic characteristics
patterns of population settlement and various characteristics of human affect communities in
demographic characteristics of the Canadian population settlement in Canada Canada?
(FOCUS ON: Spatial Significance; Patterns and Trends) are determined by many CGC1D
factors and may change
over time.

E. Liveable Communities

E1. The Sustainability of Human Systems: analyse People have a role What criteria should we
issues relating to the sustainability of human systems in determining the use when determining
in Canada (FOCUS ON: Interrelationships; Geographic sustainability of human future development plans
Perspective) systems, such as food for communities?
production and
How does one choose
transportation, within
between conflicting
Canadian communities.
land-use options for
E2. Impacts of Urban Growth: analyse impacts of urban The growth of urban the same space?
growth in Canada (FOCUS ON: Spatial Significance; settlements has an impact
Geographic Perspective) on the economy, the In what ways does urban
natural environment, growth affect the quality
society, and politics. of life of a place?

E3. Characteristics of Land Use in Canada: analyse Land is used in a variety What are some similarities
characteristics of land use in various Canadian of ways, and the way it is and differences in land
communities, and explain how some factors influence used depends upon the use in different Canadian
land-use patterns (FOCUS ON: Spatial Significance; needs of a community communities?
Patterns and Trends) and the physical features
of the site.
OVERVIEW

* See page 14 for a discussion of the purpose of big ideas and framing questions.

71
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT
Grade 9, Academic

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating issues relating to Canadian geography;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology
skills, developed through the investigation of Canadian geography, and identify some careers in
which a background in geography might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry bias of the author, the expertise of the author,
the accuracy of the text and supporting data, the
Throughout this course, students will: intended audience, the purpose of the messaging,
the context in which the information was presented)
A1.1 formulate different types of questions to
guide investigations into issues in Canadian Sample questions: “Whose point of view does
geography (e.g., factual questions: What factors this source represent?” “Do other sources sup-
need to be considered when analysing the impact of port the interpretation offered by this source?”
expanding a highway?; comparative questions: “Does this source present a single viewpoint
What are the differences in energy resource or does it consider other points of view?”
availability between Ontario and Alberta?; causal “How credible are the sources that the author
questions: How does the infrastructure of this has used?”
community support environmental sustainability?)
A1.4 interpret and analyse data and information
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

A1.2 select and organize relevant data and relevant to their investigations, using various
information on geographic issues from a tools, strategies, and approaches appropriate
variety of primary and secondary sources for geographic inquiry (e.g., interpret graphs and
(e.g., primary: raw data from field work, both charts of various statistical indicators to analyse
quantitative and qualitative; statistics; photographs; quality of life in Canada and compare it with that
satellite images; secondary: newspaper columns, in other countries; use graphic organizers, such as
books, atlases, geographic magazines, websites, cross-classification tables or ranking ladders, to
graphs, charts, digital and print maps), ensuring interpret potential economic, political, social, and
that their sources represent a diverse range environmental impacts of a development project)
of perspectives Sample question: “Why would it be important
Sample questions: “How might you use a variety to use qualitative data, such as descriptions of
of statistical indicators to analyse patterns people’s experiences, as well as quantitative
and trends in regional economic differences?” data when analysing an event or phenomenon?”
“Where might you find this data and informa-
tion?” “Why is it important to collect accurate A1.5 use the concepts of geographic thinking
locational data? What problems might arise (i.e., spatial significance, patterns and trends,
from using inaccurate locational data?” interrelationships, geographic perspective) when
analysing and evaluating data and information,
A1.3 assess the credibility of sources and formulating conclusions, and making judgements
information relevant to their investigations about geographic issues relating to Canada
(e.g., by considering how the data are constructed (e.g., use the concept of spatial significance to
to support the author’s point of view, the possible evaluate competing land-use options, such as

72
 fruit farming and urban development; apply the on the map or graph to convey the intended
concept of patterns and trends to temperature message most effectively?”
and precipitation data to assess how the climate
of a region has changed over time; use the concept A1.8 use accepted forms of documentation (e.g.,
of interrelationships to assess how changes in footnotes, author/date citations, reference lists,

Issues in Canadian Geography

technology affect industry, employment, and the bibliographies, credits) to acknowledge different
consumption of natural resources; use the concept types of sources (e.g., websites, blogs, books,
of geographic perspective to analyse the environ- articles, films, data)
mental, social, political, and economic impacts of
globalization on various First Nations, Métis, and A1.9 use appropriate terminology when com-
Inuit communities) municating the results of their investigations
(e.g., vocabulary specific to their inquiry; terminol-
Sample questions: “How does the concept of
ogy related to geography and to the concepts of
spatial significance support our understanding
geographic thinking)
of a place’s distinctive characteristics?” “What
criteria could be used to determine if the char-
acteristics of a place form a pattern?” “Which A2. Developing Transferable Skills
concept or concepts of geographic thinking
could be used to evaluate how a change in the Throughout this course, students will:
natural environment will affect people?” “How
can using the concept of geographic perspective A2.1 describe ways in which geographic
improve our understanding of a complex issue?” investigation can help them develop skills,
including spatial technology skills and the
A1.6 evaluate and synthesize their findings to essential skills in the Ontario Skills Passport
formulate conclusions and/or make judgements (e.g., reading text, including graphic text; writing;
or predictions about the issues they are oral communication; using maps, graphs, charts,
investigating and tables; computer use; use of geographic CGC1D
information systems [GIS], satellite imagery;
Sample questions: “What geographic criteria measurement and calculation; data analysis;
could be used when considering possible decision making; planning; organizing; finding
changes to Canadian immigration policy?” information; problem solving), that can be trans-
“Does the financial benefit of extracting natural ferred to the world of work and to everyday life
resources justify related social and/or environ-
mental impacts?” Sample questions: “How could GIS help
you decide where you would like to locate
A1.7 communicate their ideas, arguments, and a business involving entertainment?” “Why
conclusions using various formats and styles, is the incorporation of a global positioning
as appropriate for the audience and purpose system (GPS) in everyday electronic devices
(e.g., a debate for classmates on the criteria that both useful and a concern?”
Canada should use to judge the merits of a trade
agreement; a video for the local community showing A2.2 apply in everyday contexts skills and
the impact of a natural phenomenon or event in work habits developed through geographic
Canada; a written submission to municipal or investigation (e.g., asking questions to deepen
band councillors recommending or opposing a their understanding of an issue; listening to and
land-use proposal, using an analysis based on considering multiple perspectives when discussing
geographic perspective) an issue; collaborating with a team to determine

GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT

the criteria that need to be considered when making
Sample questions: “Who is your intended a decision; using quantitative data to support an
audience and why do you want to communicate idea; using spatial skills to determine best routes
with them? How much do they know about your of travel)
topic? Do they need information summarized
in a way that is easy to understand? Do they A2.3 apply the concepts of geographic thinking
need more detailed information and arguments when analysing current events involving
or just an overview?” “What format presents the geographic issues (e.g., to identify locational
results of your investigation most effectively?” factors that affect the importance of an issue; to
“Do the symbols or shading used on a map identify patterns and trends that provide context for
present the intended message accurately and an issue; to identify interrelationships that clarify
clearly?” “What scale interval should be used the factors involved in an issue; to understand the

73
 implications of different aspects of an issue and/or A2.4 identify careers in which a geography
different points of view about the issue) in order to background might be an asset (e.g., urban
enhance their understanding of these issues and planner, emergency preparedness coordinator,
their role as informed citizens land surveyor, GIS technician, transportation
Sample questions: “How does the Canadian logistics coordinator, forester, politician,
government use issues related to the spatial community events organizer)
significance of global oil reserves to promote
the Alberta oil sands? How might you use
Grade 9, Academic

geographic perspective to assess the strength of

the government’s arguments?” “What kinds of
patterns and trends might you want to consider
if you were analysing a news story about climate
change?” “What is the relationship between the
availability of inexpensive products in Canada
and labour or environmental standards in
developing countries?” “What concepts of
geographic thinking might help you assess
the strengths and weaknesses of arguments
supporting different approaches to the
expansion of public transit?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

74
B. INTERACTIONS IN THE PHYSICAL
ENVIRONMENT

Issues in Canadian Geography

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. The Physical Environment and Human Activities: analyse various interactions between physical
processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships;
Geographic Perspective)
B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of
various physical processes, phenomena, and events affecting Canada and their interrelationship
with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships)
B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the
natural environment and the spatial distribution of physical features in Canada, and explain the
role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance;
Patterns and Trends)

CGC1D
SPECIFIC EXPECTATIONS
B1. The Physical Environment and landforms support recreation; water bodies and
Human Activities flat land facilitate urban development and
transportation)
FOCUS ON: Interrelationships; Geographic Perspective
Sample questions: “How do the physical
By the end of this course, students will: characteristics of different regions influence
tourism in Canada?” “How would a graph
B1.1 analyse environmental, economic, social, showing seismic activity help planners make
and/or political implications of different decisions relating to urban settlement?” “How
ideas and beliefs about the value of Canada’s would you use GIS to determine the best place
natural environment, and explain how these to locate a wind farm?” “How do soil, climate,
ideas/beliefs affect the use and protection of and landscape influence agricultural practices
Canada’s natural assets (e.g., contour ploughing, ranching, intensive
Sample questions: “How does the traditional agriculture)?” “How will the effect of warmer
ecological knowledge of the First Nations, Métis, temperatures on caribou migration affect Inuit
and Inuit peoples influence their beliefs about and First Nations communities in Canada’s
the natural environment and its importance to North?”
INTERACTIONS IN THE PHYSICAL ENVIRONMENT
them?” “Is there a current issue that highlights Using spatial skills: GIS is a valuable tool
conflicting beliefs about the value of Canada’s for identifying relationships between physical
natural environment and how it should be used features or events and human activities. For
or protected? What actions and processes are example, students can identify risks to various
occurring in order to resolve the conflict?” “What populations from natural hazards by layering
is the difference between a preservation or a population density map with maps showing
conservation park system?” “How might the plate boundaries, hurricane paths, and flood
opening of the Northwest Passage affect Canada’s lines.
claim to Arctic sovereignty?” “How does the
protection of wildlife relate to one’s beliefs B1.3 assess environmental, economic, social,
about the value of wildlife?” and/or political consequences for Canada of
changes in some of the Earth’s physical processes
B1.2 analyse interrelationships between Canada’s (e.g., warming in the North is leading to a shorter,
physical characteristics and various human less reliable ice season and changes in plant and
activities that they support (e.g., mountainous animal populations [environmental], threatening
75
 traditional Inuit culture [social], expanding oppor- survival?” “How does your personal emergency
tunities for resource exploitation [economic], and preparedness plan address natural risks, and
creating conflict between nation states over terri- what does it look like?”
torial claims [political])
Using spatial skills: Students can create a
Sample questions: “How might a warmer choropleth map, using intensity of shading to
climate affect the skiing industry or the maple illustrate areas of Canada that are more at risk
syrup industry in southern Ontario or grain from disasters or more exposed to damage from
farming on the Prairies?” “How do environ- natural processes than others. The shaded areas
Grade 9, Academic

mental changes affect plants and animals? can then be annotated with comments summar-
What are some plants and animals that are izing the type of risks associated with the area.
now at risk or may become so because of
environmental changes?” “How does a
change in permafrost affect transportation B2. Interrelationships between
and infrastructure?” “What influence might Physical Systems, Processes,
warmer temperatures and more frequent severe and Events
storms have on high-density urban centres in
FOCUS ON: Patterns and Trends; Interrelationships
Canada?” “How can communities respond to
shoreline erosion?” By the end of this course, students will:
B1.4 explain how human activities can alter B2.1 analyse interrelationships between physical
physical processes and contribute to occurrences processes, phenomena, and events in Canada
of natural events and phenomena (e.g., paving and their interaction with global physical
over land can alter drainage patterns and cause sink systems
holes; some agricultural practices can contribute
to soil erosion; deforestation can make slopes Sample questions: “What impact might a vol-
vulnerable to landslides) canic eruption or earthquake in Japan have on
Canada? Why?” “How does a hurricane that
Sample question: “What impact do exhaust hits New York influence weather in Canada?”
emissions from vehicles have on our climate? “How might the breaking up of continental ice
Why?” in Greenland and the Antarctic affect Canada’s
coastline?”
B1.5 analyse the risks that various physical pro-
cesses and natural events, including disasters, Using spatial skills: Thematic maps of the world
present to Canadian communities, and assess can be used to show how plate boundaries and
ways of responding to these risks mountain ranges on Canada’s West Coast connect
to a global Pacific Rim system, how the jet stream
Sample questions: “Why would people live in Canada is part of a global northern wind
in an area that is prone to natural disasters?” belt system, or how an ocean current from the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

“What criteria should be used to determine Caribbean influences Canada’s Atlantic coast.
whether rebuilding or relocating is the more
sustainable choice after a community has been B2.2 describe patterns (e.g., spatial distribution
severely damaged by a natural disaster?” “What of earthquakes, floods, ice storms) and trends
can be done to reduce the risk of earthquake (e.g., increased frequency of forest fires in British
damage in tectonically active regions like British Columbia and northern Ontario, increased rainfall
Columbia, or flood damage in flood-prone areas in most parts of Canada) in the occurrence of
along the Red River?” “How do governments a variety of natural phenomena and events
and agencies use spatial technologies to monitor in Canada
natural hazards and predict their occurrence
(e.g., violent weather, floods, avalanches, earth- Using spatial skills: Students can use statistical
quakes, icebergs)?” “How might a community data to map where tornadoes have touched
respond to long-term changes in its environment, down or earthquakes have occurred in Canada
such as rising sea levels, coastal erosion, or over the past few decades. This will help them
lower lake levels, that threaten its economy or identify areas where these events occur most
frequently.

76
 B3. The Characteristics of Canada’s B3.2 explain how geological, hydrological, and
Natural Environment climatic processes formed and continue to
shape Canada’s landscape (e.g., folding and
FOCUS ON: Spatial Significance; Patterns and Trends faulting formed and continue to shape Canada’s
western mountains; glacial recession left scoured
By the end of this course, students will:

Issues in Canadian Geography

landscape in Ontario’s north and fertile landscape
B3.1 explain how various characteristics of in the south and shaped the Great Lakes drainage
Canada’s natural environment (e.g., landforms, system; winds continue to change landform features
such as mountains and hills; drainage basins; in the badlands of Alberta)
bodies of water) can be used to divide the Sample questions: “How have climatic processes
country into different physical regions influenced the physical features of the area in
Sample question: “What determines whether a which you live? What evidence illustrates that
certain area can be considered a physical region?” climatic processes are continuing to affect the
landscape?” “How do the climatic characteristics
Using spatial skills: Students can identify of Canada’s prairie region influence the types
regional boundaries and develop their under- of vegetation within the region?” “How do the
standing of regional characteristics by using rock types in different regions of Canada affect
overlays of various thematic maps, such as the topography of the Canadian landscape?”
those showing physical features, types of “How did glaciation affect drainage, soil quality,
vegetation, and climate patterns. Features on and vegetation in the Canadian Shield as
large-scale maps of a community can be related compared to in the Great Lakes–St. Lawrence
to regional features by using successively Lowlands and/or the Hudson Bay Lowlands?”
smaller-scale maps. A waterway flowing
through a municipality, for example, can be Using spatial skills: Students can identify areas
identified in this way as part of a watershed of potential erosion by layering maps showing
within a larger drainage basin. Cross-sectional the location of waterways with maps showing
CGC1D
profiles can be used to illustrate differences elevation. A tectonic boundary map can be used
in elevation between regions. Climate graphs to determine where a potential for mountain
can be used to compare temperature and building or other tectonic activity exists.
precipitation differences between regions.

INTERACTIONS IN THE PHYSICAL ENVIRONMENT

77
 C. MANAGING CANADA’S RESOURCES
AND INDUSTRIES
Grade 9, Academic

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. The Sustainability of Resources: analyse impacts of resource policy, resource management, and
consumer choices on resource sustainability in Canada (FOCUS ON: Interrelationships; Geographic
Perspective)
C2. The Development of Resources: analyse issues related to the distribution, availability, and
development of natural resources in Canada from a geographic perspective (FOCUS ON:
Interrelationships; Geographic Perspective)
C3. Industries and Economic Development: assess the relative importance of different industrial
sectors to the Canadian economy and Canada’s place in the global economy, and analyse factors that
influence the location of industries in these sectors (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
C1. The Sustainability of Resources quantity of material being recycled compared
to that going to landfill and on the amount and
FOCUS ON: Interrelationships; Geographic Perspective type of contaminants in that material could also
be gathered, graphed, and analysed.
By the end of this course, students will:

C1.1 describe strategies that industries and C1.2 assess the impact of Canada’s participation
governments have implemented to increase in international trade agreements and of global-
the sustainability of Canada’s natural resources ization on the development and management
of human and natural resources in Canada
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

(e.g., green belts, tourism restrictions in environment-

ally fragile regions, wildlife culling, rehabilitation (e.g., participation in international organizations
of aggregate quarries, sustainable yield management and accords related to deforestation, pesticide use,
of forests and fisheries, recovery of minerals from cross-border pollution, species protection, free
mine tailings, community composting, recycling trade, labour standards, intellectual property)
and recovery), and evaluate their effectiveness Sample questions: “What, in your opinion, are
Sample questions: “How effective are the waste the three most important criteria that a trade
management practices in your community in agreement with another country should meet
supporting sustainability? What happens to in order for it to be acceptable to Canada? How
material that is recycled in your community? important is it that a trade agreement expand the
Is the recycling program reducing the amount market for Canadian resources? How important
of waste people produce?” “How have various is it to address labour and environmental stan-
mine sites (open pit, quarry, and/or shaft mines) dards in such an agreement?” “How might
been rehabilitated?” “How have cod stocks water or oil shortages in other parts of the
responded since the federal government closed world influence Canada’s resource development
the cod fishery in 1992? What problems continue strategies?” “How might foreign ownership of
to prevent the recovery of the cod population?” companies extracting resources within Canada
affect long-term employment prospects or
Using spatial skills: Graphs can help students sustainability policies?” “What impact might the
visualize statistical data about the type and enforcement of international embargoes on oil
quantity of waste or emissions produced by a and gas or conflict diamonds and minerals have
given community or industry. Local data on the

78
 on Canadian resource extraction operations?” C2. The Development of Resources
“What responsibility does Canada have for
ensuring that export commodities such as FOCUS ON: Interrelationships; Geographic Perspective
uranium and potash are used in an ethical
By the end of this course, students will:
manner?”

Issues in Canadian Geography

C2.1 explain how the availability and spatial
C1.3 analyse the influence of governments, distribution of key natural resources, including
advocacy groups, and industries on the water, in Canada are related to the physical
sustainable development and use of selected geography of the country, and assess the
Canadian resources (e.g., International Joint significance of their availability and distribution,
Commission; Niagara Escarpment Commission; nationally and globally (e.g., the amount of bright
Ministry of Natural Resources; First Nations, sunshine in a region determines the potential
Métis, Inuit organizations; individual industries; viability of solar energy development; a region’s
transnational corporations; trade unions; advocacy rock type determines which mineral resources are
groups, such as the Forest Stewardship Council, available and the way they are mined; a region’s
Greenpeace, engineering non-governmental precipitation, temperature, and soil type determine
organizations) the type of agriculture that is practised there)
Sample questions: “How has the Forest Products Sample questions: “Which Canadian resources
Association of Canada influenced how Canadian do you predict other countries in the world will
forests are used?” “In what ways can the want to include in trade agreements?” “What
Niagara Escarpment be considered a natural are some political issues that are related to
resource? What are some groups that work on the location of rivers and lakes in Canada?”
sustainability issues relating to the escarpment, “Is there a relationship between resource
and what are their concerns?” “How do gov- availability and economic value?” “How
ernment subsidies influence the development might the distribution of arable land in Canada
and use of Canadian resources?” “What impacts influence future land-use planning?” “What CGC1D
do different kinds of industries have on the kinds of political issues (e.g., Aboriginal rights
environment, and what can they do to operate and concerns, boundary disputes, stakeholder
more sustainably?” concerns) may be related to the location of a
Using spatial skills: Creating thematic maps resource and its development?”
showing energy production and consumption
by political region can help students interpret C2.2 analyse, from a geographic perspective,
different regional, economic, and environmental issues relating to the development, extraction,
perspectives on the use of various energy and management of various natural resources
sources. The alteration of waterways can be found in Canada (e.g., export of icebergs for fresh
analysed by overlaying a map of rivers and water and potential political controversies relating
water bodies with a map showing the location of to ownership of the resource; development of oil
hydroelectric stations. Potential water pollution and gas pipelines and related economic pressures
problems (e.g., thermal, bacterial, chemical, and and social and environmental concerns; management
heavy metal contamination) can be identified of wild fish stocks and related economic, environ-
by overlaying a map of rivers and water bodies mental, social, and political concerns)
with a map of industrial sites. Sample questions: “Who do you think owns
a resource, such as water or air, that crosses

MANAGING CANADA’S RESOURCES AND INDUSTRIES

C1.4 analyse the roles and responsibilities of political borders? What view do First Nations
individuals in promoting the sustainable use people take of the ownership of such resources?”
of resources (e.g., managing one’s own ecological “What implications would the development of
footprint, making responsible consumer choices, the rich mineral resources of northern Ontario’s
recycling, advocating sustainable resource-use ring of fire region have for Ontario’s economy?
policies and practices) For the environment? For First Nations commun-
Sample questions: “What does your ecological ities in the area?”
footprint indicate about your personal impact Using spatial skills: Examining appropriate
on the sustainability of Canada’s natural thematic maps can help students visualize
resources?” “How can we balance our individual the lengths of pipelines and the landforms,
needs and wants against the need for sustainable waterways, boundaries, and other natural
resource use?” “How might a company’s and built features that they cross. This will
environmental record influence a consumer’s help students identify what is affected by the
decision about buying their products?” pipeline and determine whose interests need to

79
 be considered when development of a pipeline Using spatial skills: Students can create
is proposed. A polar projection of the Arctic can proportional flow maps of Canadian imports
be used to highlight relationships between geo- and exports to help them visualize trade data
political boundary issues and the management and analyse the volume and direction of trade
of water bodies. flows. Using graphs to depict the value of
exports and imports can help students measure
C2.3 assess the renewability and non-renewability and understand trade balances.
of various natural resources in Canada
Grade 9, Academic

C3.3 assess the national and global importance

Sample questions: “How does time affect
of Canada’s service and knowledge-based
whether a natural resource is renewable or
industries and other industries based on human
not?” “Choose two or three flow resources.
capital (e.g., banking, culture and entertainment,
How sustainable are they in the long term?”
education, information technology, scientific
Using spatial skills: Students can create maps research)
illustrating the location of various natural
Sample questions: “What are the costs and
resources, using appropriate symbols to
benefits of hosting an international event
indicate whether a resource is renewable
such as the Olympics or Pan Am Games?”
or non-renewable.
“How is the Canadian Space Agency involved
C2.4 assess the feasibility of using selected in international space research? How is its work
renewable and alternative energy sources related to the space industry and the study of
(e.g., solar, wind, tidal, hydro) to augment or geography?” “What are some technological
replace existing power sources in various developments that Canada is currently playing
parts of Canada a leading role in, exploring, or contributing to?”
“How might Canada’s involvement in the
Sample questions: “What would the costs and movie and/or music industry influence the
benefits of developing a wind and/or solar perception of Canada in other countries?”
farm be for your community, a community in
southern Alberta, or another location of your Using spatial skills: Students can explore
choice?” “In what areas of Canada might it be satellite images to gain an understanding of
feasible to use tides as an energy source?” the different types of information that can be
gathered by satellites. Satellite imagery can
also help students develop a sense of spatial
C3. Industries and Economic orientation.
Development
C3.4 analyse the main factors (e.g., availability of
FOCUS ON: Spatial Significance; Patterns and Trends resources, distance to market, transportation costs,
government incentives, labour force) that need to
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

By the end of this course, students will: be considered when determining the location
of sites for different types of industries (e.g.,
C3.1 compare the economic importance (e.g., in
resource extraction industries, manufacturing
terms of contribution to gross domestic product
industries, service industries, knowledge-based
[GDP], employment) of different sectors of the
industries, cultural industries)
Canadian economy (i.e., primary, secondary,
tertiary, quaternary) Sample questions: “How might the key location
factors differ for different kinds of farming (e.g.,
Sample questions: “How does the contribution
corn, dairy, fruit)?” “What industrial location
of resource-based industries to Canada’s GDP
factors make Sault Ste. Marie an attractive site
compare with that of manufacturing industries
for alternative energy development?” “What,
and service and knowledge-based industries?”
in order of importance, are the most significant
“Does the sector that employs the most people
location factors for an entertainment business?”
also contribute the most to Canada’s GDP?”
“Which sectors have grown the most over the Using spatial skills: GIS is a useful tool for
past ten years? Have any declined?” integrating the many factors that determine
the best location for a business or industry.
C3.2 identify patterns and trends in imports and Students can use a base map of Canadian
exports for various sectors of the Canadian towns and cities and overlay it with maps
economy showing a variety of key location factors to
Sample questions: “Which industry sectors identify the best locations for businesses that
does Canada rely on for most of its export they are interested in.
income?” “With which countries does Canada
do most of its trade?”

80
D. CHANGING POPULATIONS

Issues in Canadian Geography

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Population Issues: analyse selected national and global population issues and their implications
for Canada (FOCUS ON: Interrelationships; Patterns and Trends)
D2. Immigration and Cultural Diversity: describe the diversity of Canada’s population, and assess
some social, economic, political, and environmental implications of immigration and diversity for
Canada (FOCUS ON: Spatial Significance; Geographic Perspective)
D3. Demographic Patterns and Trends: analyse patterns of population settlement and various demographic
characteristics of the Canadian population (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
D1. Population Issues and predict related social and economic needs.
Proportional arrow flow maps can help them
FOCUS ON: Interrelationships; Patterns and Trends identify trends in the countries of origin of CGC1D
immigrants and their Canadian settlement
By the end of this course, students will:
destinations. This information can be used to
D1.1 analyse the impact of selected population predict different kinds of socio-economic needs
trends on people living in Canadian commun- in different parts of Canada and the kinds of
ities (e.g., aging population increases demand for supports required to meet these needs.
health care and institutional support; increasing
population density affects housing, job, and trans- D1.2 identify global demographic disparities that
portation needs; increased number of working are of concern to people living in Canada, and
parents with responsibilities for both child and assess the roles of individuals, organizations,
elder care affects family life and housing needs; and governments in Canada in addressing them
neighbourhoods that consist largely of a single (e.g., role of individuals in contributing to charities
ethnic or cultural group pose challenges to social that provide relief and support to developing
integration; growth of First Nations, Métis, and countries or in volunteering to assist with aid
Inuit populations increases need for education, programs; role of non-governmental organizations
housing, health care, infrastructure, and resolution in providing relief and supporting development
of land claims and rights disputes) and their in developing countries; role of federal government
implications for the future (e.g., aging population in setting immigration and refugee policies and
will further increase demand for health care, practices, providing aid to developing countries,
retirement housing, and transit support; increased and contributing to work of UN agencies such as
diversity of newcomers will increase demand for the World Food Programme and UNESCO)
language training) Sample questions: “How has Canada’s spend-
Sample questions: “Are most communities ing on foreign aid changed over the past two
in Canada being affected by the same major decades?” “Why should disparities in health
population trends, or do the trends and impacts care be of concern to everyone? What role does
vary from one community to another?” “As the the World Health Organization (WHO) play in
CHANGING POPULATIONS

number of elderly people increases, what changes monitoring the spread of disease? What other
will communities have to make to their infra- types of aid are associated with health care?”
structure?” “Will today’s major population “What role does the Canadian military play in
trends remain important in the future? Why building international relationships?” “How is
or why not?” Canada involved with the work of the World
Bank and the International Monetary Fund?”
Using spatial skills: Students can use population
pyramids and graphs to help them analyse Using spatial skills: Students can use a Peters
the age and sex composition of the Canadian projection map, in which the size of land areas
population, make projections of future trends, is proportional to the magnitude of the variable
81
 being mapped, to help them visualize global that influence where particular ethnic groups
disparities with respect to such matters as access settle, and use it to determine possible needs
to food, water, health care, and education, for that community.
vulnerability to disease, and freedom from
political unrest, consumption of resources, D2.2 evaluate strategies used to address the needs
and emissions of carbon dioxide. By comparing of various immigrant groups within communities
differences between the way that a Peters (e.g., provision of language training, celebration
projection shows data and the way that other of traditions from various cultures, provision of
Grade 9, Academic

projections, such as Mercator, do, students can cultural and social support services in several
improve their understanding of the purposes languages, addressing hate crimes through
for which different projections are best suited. community policing and education)
Students can also use scatter graphs to plot Sample questions: “What support may
statistical data and identify correlations newcomers need to settle comfortably into
between various socio-economic indicators. a community (e.g., assistance with jobs and
housing, language training)?” “What are the
D1.3 determine criteria (e.g., number of people
advantages and disadvantages of providing
affected, type of political leadership in region of
supports for immigrant groups within a
need, degree and type of support required from
community?”
Canada, ability to make a difference for the long
term) that should be used to assess Canada’s D2.3 analyse social, political, and economic
responses to global population issues (e.g., food impacts of Canada’s immigration and refugee
and water shortages, lack of health care, illiteracy, policies
displacement, poverty, overcrowding)
Sample questions: “What are the costs and
Sample questions: “What would you consider to benefits, for refugees and for Canada, of
be the three most important global population admitting refugees?” “What criteria should
issues?” Has Canada responded to these issues? be considered to determine the number of
If so, has its response been effective?” “How refugees Canada accepts?” “How do you
might a selected global population issue affect think Canada’s immigration needs and refugee
Canada now and in the future?” obligations may change in the future, and how
might those changes affect the categories under
which immigrants are admitted?” “In what
D2. Immigration and Cultural Diversity
ways can a community’s ethnic and cultural
FOCUS ON: Spatial Significance; Geographic Perspective composition influence the way it looks and the
way it functions?”
By the end of this course, students will:

D2.1 identify factors that influence where

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

D3. Demographic Patterns and Trends

immigrants settle in Canada, and assess the
opportunities and challenges presented by FOCUS ON: Spatial Significance; Patterns and Trends
immigration and cultural diversity in Canada
(e.g., expansion of business opportunities, cultural By the end of this course, students will:
enrichment, global engagement and citizenship; D3.1 describe patterns of population settlement
neighbourhood segregation and lack of social in Canada (e.g., linear, scattered, clustered), and
integration, hate crimes) assess the importance of various factors in
Sample questions: “Why do immigrants settle determining population size, distribution, and
in a particular location?” “Should governments density (e.g., landforms; climate; proximity to food
attempt to control where immigrants settle and water sources; connections to transportation,
in Canada?” “Why are workers from other communications, energy, and economic networks)
countries sometimes brought into Canada on Sample questions: “Where do people live in
a temporary basis instead of being allowed to Canada and why?” “What pattern or patterns
enter as immigrants?” “What types of incentives do you see in the location of First Nations
might companies and/or governments offer reserves across Canada? What are some factors
to encourage people to settle in a particular that account for the location of reserves?”
location?” “What are some physical factors that may
Using spatial skills: Students can use thematic influence the location of a settlement?” “How
maps and/or circle graphs to analyse factors might access to various forms of transportation

82
 influence the development and density of com- the age distribution in your community, and
munities? How would a settlement pattern how does it affect your community now?”
influenced by highway routes differ from one
Using spatial skills: Students can develop their
influenced by flight routes?” “What’s the dif-
graphic communication skills by using a variety
ference between a town, a city, and a census
of graphs (e.g., line, bar, circle) to illustrate

Issues in Canadian Geography

metropolitan area (CMA)? Why might a city
statistics relating to Canadian demographics.
prefer to be called a town?” “Why do some
settlements grow into large metropolitan D3.4 compare settlement and population charac-
areas and others stay as small towns?” teristics of selected communities in Canada
Using spatial skills: Students can use GIS to with those in other parts of the country and
compare the relative sizes of communities the world
across Canada. Students will need to determine Sample questions: “Choose two communities
the scale intervals that best facilitate comparisons other than your own, one with a large popula-
of community size and enable them to describe tion and one with a small population. How
related characteristics and patterns of settlement. do the population characteristics of your
The comparisons will enable them to identify community compare with the population
areas of the country that are congested and characteristics of these communities?” “How
areas that could support future growth. do the population characteristics of the three
largest cities in Canada compare with each
D3.2 identify factors (e.g., job opportunities,
other?” “How do Canada’s general population
accessibility of transportation and communication
characteristics compare with those of other
networks, availability of social services, availability
countries around the world?”
of natural resources, cultural attitudes) that
influence the demographic characteristics of D3.5 analyse trends in the migration of people
settlements across Canada (e.g., ethnic compos- within Canada (e.g., increase in First Nations,
ition, age-sex distribution, types of employment, Métis, and Inuit peoples moving into urban CGC1D
levels of education) centres, rural residents moving to urban centres,
Sample questions: “Why do people live where people from central and eastern provinces moving
they do? What would you do to attract people to northern Alberta and the Northwest Territories)
to a particular location?” “How can an industry Sample questions: “Why would people choose
influence the demographics of a community?” to leave a rural life and move to an urban
settlement? Why would people choose to move
D3.3 analyse the major demographic characteristics
to another province or territory? What are the
of the Canadian population (e.g., rate of natural
impacts of these trends on society?”
increase, growth rate, age-sex distribution, depend-
ency load, doubling time, cultural background) Using spatial skills: Proportional arrows of
varying size and thickness are a useful graphic
Sample questions: “How do the demographic
device for illustrating population flows. They
characteristics of your community compare
can help students visualize where migrants are
with more general national characteristics?”
coming from, where they are going, and how
“How is the percentage of working-age people
many people are included in each migration
(20–65) in the total population changing? What
stream.
are the implications of this change?” “What is

CHANGING POPULATIONS

83
 E. LIVEABLE COMMUNITIES

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 9, Academic

E1. The Sustainability of Human Systems: analyse issues relating to the sustainability of human
systems in Canada (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Impacts of Urban Growth: analyse impacts of urban growth in Canada (FOCUS ON: Spatial
Significance; Geographic Perspective)
E3. Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian
communities, and explain how some factors influence land-use patterns (FOCUS ON: Spatial
Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
E1. The Sustainability of Human consider creating a bike lane as an alternative
Systems to widening a roadway? Why might this option
be better in some communities than others?”
FOCUS ON: Interrelationships; Geographic Perspective
E1.3 analyse the effects of individual lifestyle
By the end of this course, students will: choices on energy consumption and production,
E1.1 analyse the effects of food production and assess the implications for sustainability
practices, distribution methods, and consumer in Canada
choices on the sustainability of Canada’s food Sample questions: “What do we, as consumers,
system use the largest amounts of energy for?” “How
Sample questions: “Do present food production might a community meet the energy needs and
practices support the sustainability of the food wants of its residents with the least environ-
system?”“Why would it be important to have mental impact?” “What is the role of stewardship
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

dairy farming close to urban centres?” “What in supporting a sustainable community?”

role does the availability of local food play
E1.4 analyse factors that affect the social and
in making communities more sustainable?”
economic sustainability of communities (e.g.,
“What options are available to consumers
diversified economy; investment in public services
if they wish to make more sustainable food
and infrastructure, such as transportation networks,
choices?”
health and social services, recreational and cultural
E1.2 analyse the sustainability of existing and facilities; educational opportunities; recognition of
proposed transportation systems, locally, heritage; diverse neighbourhoods)
provincially, nationally, and internationally, Sample questions: “What is the multiplier effect?
and assess options for their future development How does the establishment or loss of a major
(e.g., widening highways, creating high occupancy industry affect other businesses in a community?”
vehicle lanes, creating bike lanes, improving mass “How have towns that have lost their major
transit infrastructure, upgrading train corridors, industry been able to survive (e.g., Stratford,
opening the Northwest Passage to international Elliot Lake)? Why have some other communities
shipping) become ghost towns?” “What kinds of public
Sample questions: “What are the costs and services and infrastructure does a community
benefits of air travel? How do carbon offset need to remain socially stable and economically
programs mitigate the environmental impact of viable?” “What role do taxes have in sustaining
air travel? Are they enough?” “How can changes a community?” “What are the economic and
in transportation systems help to control urban social characteristics of a diverse neighbourhood,
sprawl?” “Why might some communities and how do they support sustainability?”

84
E1.5 propose courses of action that would make migration of First Nations people from reserves
a community more sustainable (e.g., improving to urban centres have an impact on both
community/neighbourhood amenities, establishing communities?”
local markets, replacing individual ownership of
equipment with cooperative ownership, sharing E2.3 describe strategies that urban planners use

Issues in Canadian Geography

cars, introducing a rental bike network, expanding to control urban sprawl (e.g., green belts, high
the amount of green space) density residential infill, gentrification), and
analyse examples of their implementation
Sample questions: “What criteria could be used
to evaluate a community’s progress in achieving Sample questions: “How does the official plan
environmental sustainability? What economic for your community address urban sprawl?”
criteria would a plan to improve environmental “Should there be maximum size limits for
sustainability have to meet in order to be practical cities?” “Should there be restrictions on the
to adopt and viable in the long term?” “Does use of farmland for development or on other
your course of action support the cultural needs land uses near urban centres?”
of the people living in the community?” Using spatial skills: Official plans provide
abundant opportunities for examining planning
strategies within a local context. For example,
E2. Impacts of Urban Growth students can assess the extent to which features,
FOCUS ON: Spatial Significance; Geographic Perspective such as green belts, park areas, and bike lanes,
that reduce the impact of urban sprawl on
By the end of this course, students will: natural systems have been incorporated in
the plan. They can analyse infrastructure needs
E2.1 assess the impact of urban growth on natural and capacity (e.g., the number of access roads,
systems (e.g., impact of urban sprawl, vehicle use, water mains, gas lines, or sewage facilities) to
and waste disposal on water and air quality) determine whether existing infrastructure is
sufficient to meet the needs of a locality, or CGC1D
Sample questions: “How might the draining
of marshland for urban development affect whether infrastructure should be expanded or
drainage patterns, the microclimate, and/or population growth capped. They can also create
wildlife?” “What impact might an increase in their own maps to determine where water and
population density have on sewage treatment waste management sites should be located or
processes and on nearby bodies of water?” transportation access provided.
“What effects have increases in the amount of
paved land had on groundwater? How have
water bodies been affected by increased runoff
E3. Characteristics of Land Use in
from paved areas, and how might communities Canada
that use that water be affected?” “How do FOCUS ON: Spatial Significance; Patterns and Trends
paved areas affect air temperature?”
By the end of this course, students will:
Using spatial skills: Students can use aerial
images to analyse changes in urban size and E3.1 analyse the characteristics of different land
determine how much the area of urban sprawl uses in a community (e.g., size and distribution of
has increased over time. Remote sensing images transportation corridors, differences in residential
can be used to analyse the amount of vegetation types, location of industrial land), and explain
growth in urban locations. how these characteristics and their spatial
distribution affect the community
E2.2 analyse various economic, social, and political
impacts of urban growth (e.g., cost of expanding Sample questions: “What services does a city’s
infrastructure and public services; health impacts, central business district or downtown provide?
such as faster spread of disease in densely populated Why is a thriving central business district
communities, increases in asthma attacks as a important to a city?” “How do the commercial
result of poor air quality, and stress related to land uses within a community help to unite
crowding; traffic congestion and related economic the community or divide it?” “What benefits
do recreational spaces and facilities provide for
LIVEABLE COMMUNITIES

costs; conflict over development priorities)

this community? Are all age groups supported
Sample questions: “In what ways might urban by the recreational spaces available?” “Do all
growth influence the type of policing in a com- neighbourhoods have equal access to parks and
munity?” “What types of health care services green space?” “Why is industrial land often
might be needed in a large urban community? located on the perimeter of the city?” “Why
Why might they be different from those needed might the location of a specific kind of land use
in a small town?” “How might the increased within a community change over time?” “How

85
 do municipal taxes both influence and reflect the community that might have been built (e.g.,
characteristics of land use in the community?” hills, lakes, waterfront land)? If so, why were
they built?”
Using spatial skills: Students can gain useful
insights into land use and land-use planning Using spatial skills: Students can use
by analysing the official plans of various topographic maps or official plans to analyse
communities to identify features such as low-, relationships between built features and
middle-, and high-density residential neigh- physical features (e.g., waterways and coastal
bourhoods and relate their location to commercial features can influence settlement location and
Grade 9, Academic

areas, institutions, recreational spaces, and industrial usage; hillsides may be an obstacle
industrial areas. They may also use these maps to building or an asset for recreational uses;
to identify specialized areas within communities wetlands may be used as flood control reservoirs,
(e.g., entertainment districts, ethnic neighbour- recreational areas, wildlife habitat, or, if drained,
hoods). There is an opportunity as well for as building sites).
students to create their own maps, using the
appropriate colour conventions for different E3.3 analyse a land-use map or official plan for
types of land use, to show patterns of land a specific community, and describe the spatial
use or to use for land-use analyses. significance of the community’s land-use pattern
Sample questions: “Which type of land use
E3.2 explain how the natural environment may
takes up the most space in the community?”
influence land-use patterns within the built
“Where is most of the commercial space?” “What
environment (e.g., roads tend to be on flatter land;
reasons support having that type of land use in
parks are often near water)
that particular location and not somewhere else?”
Sample questions: “How has the physical site
of a community influenced land use within it?”
“Are there any physical features within the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

86
Issues in Canadian
Geography, Grade 9
Applied CGC1P

This course focuses on current geographic issues that affect Canadians. Students will
draw on their personal and everyday experiences as they explore issues relating to food
and water supplies, competing land uses, interactions with the natural environment,
and other topics relevant to sustainable living in Canada. They will also develop an
awareness that issues that affect their lives in Canada are interconnected with issues in other
parts of the world. Throughout the course, students will use the concepts of geographic
thinking, the geographic inquiry process, and spatial technologies to guide and support
their investigations.

Prerequisite: None

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A: Geographic Inquiry and Skill Development

Overall Expectations

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating issues relating to Canadian geography

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology
skills, developed through the investigation of Canadian geography, and identify some careers in
which a background in geography might be an asset
(continued)

87
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from
strand A in with the other expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts Big Ideas* Framing Questions*
of Geographic Thinking
Grade 9, Applied

B: Interactions in the Physical Environment

B1. Natural Processes and Human Activity: analyse Natural phenomena and What are the most
some interactions between physical processes, events, events have an impact on significant effects of
and phenomena and human activities in Canada people. Likewise, people’s natural processes and
(FOCUS ON: Interrelationships; Geographic Perspective) actions can also influence events, including natural
natural processes and disasters, on Canadian
phenomena. communities?

B2. Influence of the Natural Environment on Human Natural processes and the How does human activity
Activity: explain how physical processes and the natural surrounding natural affect the natural
environment influence human activity in Canada environment can influence environment in your
(FOCUS ON: Spatial Significance; Interrelationships) where people live and local community?
what they do.
In what ways does the
B3. Characteristics of Canada’s Natural Environment: Physical regions are natural environment
describe some natural processes and key characteristics areas with similar natural influence the way you live
of the natural environment in Canada (FOCUS ON: characteristics. Canada has and what people do in
Spatial Significance; Patterns and Trends) diverse physical regions. your community?

How do you think the

natural environment
would influence the way
you live if you moved to
another part of Canada?

What are the significant

characteristics of Canada’s
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

natural identity?

C: Managing Canada’s Resources and Industries

C1. Managing Resources: assess the influence of Individuals can influence How can you change your
personal choices and community actions on the how natural resources way of living to reduce your
use of natural resources in Canada (FOCUS ON: are used. consumption of resources?
Interrelationships; Geographic Perspective)
What roles do various
C2. Canadian Industries: describe the economic, People have different industries play in your
environmental, social, and political significance of points of view about community?
selected aspects of Canada’s resources and industries the value of different
(FOCUS ON: Patterns and Trends; Geographic Perspective) industries and their use Which of Canada’s natural
of resources. resources do you think has
the most important uses?
C3. The Use of Natural Resources: describe the Canada has a wide variety
distribution and use of selected natural resources of natural resources, and
in Canada (FOCUS ON: Spatial Significance; they are used in many
Interrelationships) different ways.
(continued)

88
 Issues in Canadian Geography
Overall Expectations and Related Concepts Big Ideas* Framing Questions*
of Geographic Thinking

D. Changing Populations

D1. Population Trends and Their Impacts: assess the Canadian communities How can communities
impact on Canadian communities of changes in the respond to the aging meet the needs of the
characteristics of Canada’s population, and describe and diversity of their people who live there?
ways of responding to these changes (FOCUS ON: populations in a variety
Why is immigration
Pattern and Trends; Geographic Perspective) of ways.
important to Canada?
D2. Immigration Trends: analyse recent immigration Canada’s population is
trends in Canada (FOCUS ON: Interrelationships; Patterns becoming more culturally In what ways are the
and Trends) diverse in response to patterns and trends in
both national and global Canada’s population
needs. reflected in your
community?
D3. Population Characteristics: describe key Communities in
characteristics of population settlements in Canada Canada vary in terms
and the major demographic characteristics of the of characteristics such CGC1P
Canadian population (FOCUS ON: Spatial Significance; as population size,
Patterns and Trends) age breakdown, and
cultural diversity.

E. Liveable Communities

E1. Sustainable Communities: identify factors that Individual actions can What can you do to make
affect the sustainability of communities, and describe make a community more your community more
strategies for improving their sustainability (FOCUS ON: sustainable. sustainable?
Interrelationships; Geographic Perspective)
What factors should be
E2. Impacts of Land Use: analyse impacts of land use in A community’s built considered in order to
Canada on communities and the natural environment environment can have determine the impacts
(FOCUS ON: Spatial Significance; Interrelationships) an impact on both the that a development
natural environment and project or a change in
the people who live in land use would have on
the community. your community?

E3. Patterns of Land Use: describe patterns of land use Land is used in various What are the characteristics
in their local community (FOCUS ON: Spatial Significance; ways within their of land use within your
Patterns and Trends) community, and many community, and how do
land uses are connected land uses in the community
to broader, external connect with provincial,
networks. national, and global
networks?
OVERVIEW

* See page 14 for a discussion of the purpose of big ideas and framing questions.

89
 A. GEOGRAPHIC INQUIRY AND
SKILL DEVELOPMENT

OVERALL EXPECTATIONS
Grade 9, Applied

Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating issues relating to Canadian geography;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology
skills, developed through the investigation of Canadian geography, and identify some careers in
which a background in geography might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry to determine whether there are other points of
view? How will you decide which points of
Throughout this course, students will: view to include in your investigation?”
A1.1 formulate different types of questions to A1.4 interpret and analyse data and information
guide investigations into issues in Canadian relevant to their investigations, using various
geography (e.g., factual questions: What are tools, strategies, and approaches appropriate
the cultural backgrounds of people living in your for geographic inquiry (e.g., use data about their
community?; comparative questions: Which uses way of living and use of resources to calculate their
of energy have the highest consumption?; causal ecological footprint and compare it to the ecological
questions: “How can increasing the use of public footprints of people in Canada and other parts
transit contribute to better air quality in your of the world; use graphic organizers, such as
community?) cross-classification tables or ranking ladders, to
interpret the potential economic, political, social,
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

A1.2 select and organize relevant data and

and/or environmental impacts of an industry that
information on geographic issues from a
wants to establish itself in their community)
variety of primary and secondary sources
(e.g., primary: raw data from field work, both Sample questions: “What kinds of tools,
quantitative and qualitative; statistics; photographs; including organizers, can you use to analyse
satellite images; secondary: newspaper columns, data and information? How are they helpful?”
books, atlases, geographic magazines, websites, “What graphic organizer could you use to
graphs, charts, published maps), ensuring that compare data and information on different
their sources represent a diverse range of views communities in order to make a decision on
where to live?”
Sample questions: “How might you use statistics
relating to temperature and precipitation for A1.5 use the concepts of geographic thinking
a specific location? Where might you find (i.e., spatial significance, patterns and trends,
these data?” interrelationships, geographic perspective) when
analysing and evaluating data and information,
A1.3 assess the credibility of sources and
formulating conclusions, and making judgements
information relevant to their investigations
about geographic issues relating to Canada
(e.g., by considering how the data are constructed
(e.g., use the concept of spatial significance to assess
to support the author’s point of view, the possible
the characteristics of locations for different types of
bias of the author, the expertise of the author,
land use when planning city spaces; use the concept
the accuracy of the text and supporting data, the
of patterns and trends to analyse the impact of
intended audience, the purpose of the messaging,
earthquakes on urban structures; use the concept
the context in which the information was presented)
of interrelationships to guide personal behaviours
Sample questions: “Whose point of view does that may affect the natural environment; use the
this source represent? Why would it be important concept of geographic perspective to analyse the
90
 environmental, social, political, and/or economic A1.9 use appropriate terminology when com-
impacts of building a highway or energy pipeline municating the results of their investigations
through the lands of a First Nation, Métis, and/or (e.g., vocabulary specific to their inquiry, termin-
Inuit community) ology related to geography and to the concepts of
Sample questions: “What would be the geographic thinking)

Issues in Canadian Geography

advantages and disadvantages of building
high-rise apartments in a particular place?” A2. Developing Transferable Skills
“What trends do you see in the use of alternative
energy in Ontario?” “How might consumer Throughout this course, students will:
choices relate to social justice and environmental
sustainability?” “What is the relationship A2.1 describe ways in which geographic investi-
between a particular resource and the economy?” gation can help them develop skills, including
“How will warmer winter temperatures affect spatial technology skills and the essential skills
businesses that rely on cooler temperatures in the Ontario Skills Passport (e.g., reading text,
(e.g., skiing resorts, wineries that make including graphic text; writing; oral communication;
ice wine)?” “When considering an issue, how using graphs, charts, and tables; computer use;
does using geographic perspective enable you use of a geographic information system [GIS],
to analyse its complexity?” satellite imagery; measurement and calculation;
data analysis; decision making; planning; organ-
A1.6 evaluate and synthesize their findings izing; finding information; problem solving), that
to formulate conclusions and/or make can be transferred to the world of work and to
judgements or predictions about the issues everyday life
they are investigating Sample questions: “How useful is GIS in
Sample questions: “What criteria could be used helping you determine where you would
to choose the best place to live in Canada?” like to live within a community?” “Why is it
“Given your community’s current population important to plan ahead and understand the CGC1P
trends, what will its land-use needs will be in route you are following when you are relying
the near future?” on a global positioning system (GPS) for
directions?”
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.2 apply in everyday contexts skills and
as appropriate for the audience and purpose work habits developed through geographic
(e.g., a debate for classmates on the ideal population investigation (e.g., asking questions to deepen
size for their local community; a video for a their understanding of an issue; listening to and
Grade 7 geography class showing the impact of considering other people’s points of view when
a severe thunderstorm or tornado near their local discussing an issue; collaborating with a team to
community; a webcast or podcast for parents and determine the criteria that need to be considered
other community members, using an analysis when making a decision; using spatial skills to
based on geographic perspective to recommend determine best routes of travel)
guidelines for the use of water on hot summer
days; a blog for the school on proper disposal A2.3 apply the concepts of geographic thinking
and recycling of electronic waste) when analysing current events involving
geographic issues (e.g., to identify locational
Sample questions: “Who is your intended factors that affect the importance of an issue; to
audience? How much do they know about
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
identify patterns and trends that provide context
your topic? Do they need information presented for an issue; to identify interrelationships that
to them in a way that is easy to understand? clarify factors involved in an issue; to understand
Do they need more detailed information and the implications of different aspects of an issue
arguments? What format and level of difficulty and/or different points of view about the issue)
will meet your audience’s needs and present in order to enhance their understanding of these
your ideas most effectively?” “How can symbols, issues and their role as informed citizens
shading, and colour be used on a map to convey
your intended message more clearly?” Sample questions: “Why would understanding
the spatial significance of the global distribution
A1.8 use accepted forms of documentation (e.g., of fresh water help you analyse a controversy
footnotes, author/date citations, reference lists, over foreign access to Canada’s fresh water?”
bibliographies, credits) to acknowledge different “What kinds of patterns and trends might
types of sources (e.g., websites, blogs, books, you want to consider if you were discussing
articles, films, data) a news story about climate change?” “What

91
 is the interrelationship between resource use,
the environment, and current debates about
expanding public transit? How does this
issue affect you or your personal choices?”
“How will an analysis based on geographic
perspective help you achieve a more balanced
understanding of a controversial issue, such as
a proposal to build a large industrial facility
near a residential area?”
Grade 9, Applied

A2.4 identify careers in which a geography

background might be an asset (e.g., GIS
technician, park ranger, municipal parks
or recreation worker, forester, land surveyor)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

92
B. INTERACTIONS IN THE
PHYSICAL ENVIRONMENT

Issues in Canadian Geography

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Natural Processes and Human Activity: analyse some interactions between physical processes,
events, and phenomena and human activities in Canada (FOCUS ON: Interrelationships; Geographic
Perspective)
B2. Influence of the Natural Environment on Human Activity: explain how physical processes
and the natural environment influence human activity in Canada (FOCUS ON: Spatial Significance;
Interrelationships)
B3. Characteristics of Canada’s Natural Environment: describe some natural processes and key
characteristics of the natural environment in Canada (FOCUS ON: Spatial Significance; Patterns
and Trends)

CGC1P
SPECIFIC EXPECTATIONS
B1. Natural Processes and Human warning people of natural disasters?” “How can
Activity spatial technologies (e.g., cartography, GIS,
GPS, remote sensing) help monitor or predict
FOCUS ON: Interrelationships; Geographic Perspective violent weather, floods, avalanches, earthquakes,
or coastal erosion?”
By the end of this course, students will:
Using spatial skills: Examples of GIS maps can
B1.1 describe the types of natural disasters that be used to illustrate the types of information
can occur in Canada, and analyse the impacts about disasters, events, and phenomena that
of selected events can be captured and monitored through
Sample questions: “What were some of the mapping.
social, political, environmental, and economic
impacts of the tornado that hit Goderich in B1.3 analyse some environmental, economic, and
2011?” “What are some typical impacts of ice social impacts of changes in Canada’s climate
storms on communities in southern Ontario (e.g., effects of drought on crop production in the
and Quebec?” “How does heavy flooding, Prairies; effects of less sea ice on Inuit communities,
like that along the Red River in 2011, affect Arctic shipping routes, and wildlife habitat; effects
communities?” “How does the risk of an earth- of more extreme weather on public safety, personal
INTERACTIONS IN THE PHYSICAL ENVIRONMENT
quake in southern Ontario compare with that in comfort, and the economy)
British Columbia?” “Can a natural disaster have Sample questions: “How might more snow in
positive impacts? Can you give examples?” winter be related to a warming climate?” “Why
would coastlines be more prone to flooding as
B1.2 assess ways of minimizing the impacts of temperatures rise?” “What effects might milder
different kinds of natural disasters, events, winters have on insect pests, and how, in turn,
and phenomena would people be affected by changes in insect
Sample questions: “What can the owners of populations?”
houses on a river bank do to protect their
homes from flooding?” “What can individuals B1.4 explain how human activities in their local
and public officials in tornado-prone areas do region can have an impact on natural processes
to reduce the risk of injury and damage from (e.g., vehicle use, chimney emissions, and barbecue
tornadoes?” “What is the role of the media in and lawn mower usage contribute to smog and

93
 can change the acidity of lake water; blasting and B3. Characteristics of Canada’s Natural
drilling may trigger land instability; removing Environment
trees and paving over land change the amount
of water going into the soil and back into the air; FOCUS ON: Spatial Significance; Patterns and Trends
expansion of highways can lead to more animals
being struck by vehicles and can also disrupt By the end of this course, students will:
animal migration patterns and separate animals B3.1 describe the natural characteristics (e.g.,
from their food supplies, thus endangering their landscape, weather, drainage, vegetation, wildlife)
populations)
Grade 9, Applied

of their local area or region, and explain their

Sample questions: “How do human activities significance for the region
contribute to changes in Canada’s climate?” Sample questions: “What would you consider
“What are some of the environmental costs to be the three most important natural features
that may occur when humans adapt the natural in your community? What makes them important
landscape to their needs (e.g., by building to the community? Should the community
irrigation systems, clearing land, draining ensure that they are preserved?”
marshes)?” “Consider a proposal for adapting
a natural feature in your area for human Using spatial skills: This expectation provides
use (e.g., filling in a swamp and building a an excellent opportunity to develop skills in
shopping mall on it). What are the environmental, using topographic maps. Students will be able
economic, social, and political implications of to relate mapping conventions, such as the
the proposal? How would the costs and benefits use of symbols, colour, and lines, to physical
of this proposal compare with those of leaving features in their area.
the natural feature untouched or modifying
it in a way that preserved most of its natural B3.2 compare the natural characteristics of their
characteristics but allowed some human use?” local community with the natural characteristics
of other communities across Canada
Sample questions: “Which community would
B2. Influence of the Natural be the hardest to adjust to if you were to
Environment on Human Activity move to it? Why?” “Which communities are
FOCUS ON: Spatial Significance; Interrelationships in the best food-growing areas?” “Which of
the communities you have looked at has the
By the end of this course, students will: landscape and climate conditions best suited
to your favourite outdoor activities?”
B2.1 explain how the natural characteristics of an
area in Canada influence human activities Using spatial skills: Climate graphs are
a useful tool for visualizing and comparing
Sample questions: “What natural criteria would temperature and precipitation patterns.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

you use to identify the best place in Canada Students can use them to compare the climate
for downhill skiing? For cross-country skiing?” characteristics of different cities across Canada.
“What are the possibilities for growing food Understanding contour lines on topographic
in the Arctic?” “How does the maple syrup maps can help students compare differences
industry or the peach-growing industry depend in landscape relief.
on the natural environment?”
B3.3 describe the spatial distribution of different
B2.2 explain the influence of Canada’s natural types of natural regions in Canada (e.g., landform
characteristics (e.g., climate, soils, topography, regions, vegetation regions, climate regions)
proximity to water, natural resources) on the
spatial distribution of its population Sample questions: “Which would be more
representative of Canada’s natural landscape,
Sample questions: “What does a population a picture of the Western Cordillera or one of the
settlement map tell us about the preferred Canadian Shield?” “Which landform regions
range of latitude for settlement in Canada?” attract the most tourists to Canada?” “What
“Where will people resettle if coastal areas are the ten natural features in Canada that you
are flooded?” “How have people adapted would most like to see?” “Which communities
to areas where natural characteristics are not
conducive to settlement?”

94
 would you include in a tour for people who B3.5 identify ways in which natural events
want to experience the variety of natural in Canada and other parts of the world are
regions found in Canada?” linked by Earth’s physical processes (e.g., a
large volcano can put sunlight-reflecting particles
Using spatial skills: Students can consolidate
into the air and cause a general cooling of the global
their knowledge of natural regions by annotating

Issues in Canadian Geography

climate for a year or more; a large earthquake
a thematic map of Canadian landforms with
under the Pacific Ocean near Japan can cause a
photographs and descriptions of a tour they
tsunami in British Columbia; hot humid air masses
designed to highlight the diversity of Canadian
from the Gulf of Mexico can cause high humidity
natural regions.
and severe thunderstorms in southern Ontario in
B3.4 describe how natural processes relating to the summer)
hydrology, geology, and climate continue to Sample question: “What are some of Earth’s
shape Canada’s landscape (e.g., precipitation, natural processes that can result in different
waves, and shoreline currents continue to erode types of natural disasters in Canada?”
the land in some places and build up silt elsewhere;
earthquakes caused by faulting continue to occur
and move the land)
Sample questions: “In your region, what
evidence can you find that shows natural
processes at work?” “What natural processes
formed the Great Lakes–St. Lawrence
Lowlands? What impact have these same
processes had on most of northern Ontario
and the Canadian Shield?”
CGC1P

INTERACTIONS IN THE PHYSICAL ENVIRONMENT

95
 C. MANAGING CANADA’S
RESOURCES AND INDUSTRIES

OVERALL EXPECTATIONS
Grade 9, Applied

By the end of this course, students will:

C1. Managing Resources: assess the influence of personal choices and community actions on the use
of natural resources in Canada (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Canadian Industries: describe the economic, environmental, social, and political significance of
selected aspects of Canada’s resources and industries (FOCUS ON: Patterns and Trends; Geographic
Perspective)
C3. The Use of Natural Resources: describe the distribution and use of selected natural resources in
Canada (FOCUS ON: Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS
C1. Managing Resources tools, gives students an opportunity to recognize
the nature and extent of their personal impact
FOCUS ON: Interrelationships; Geographic Perspective on resource use and the environment. Students
can also measure their personal consumption
By the end of this course, students will:
of various resources directly, recording such
C1.1 identify major sources of energy used in variables as the length of time they run water
Canada (e.g., fossil fuels, nuclear, hydro), and or the type of vehicle they use and the distance
assess the viability of alternative energy options they travel in it.
for various communities across Canada
C1.4 develop a personal plan of action that
Sample questions: “Where in Canada would supports the idea of stewardship of resources
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

wind energy be a good option for a commun-

ity?” “How are individuals, businesses, and Sample questions: “How might one’s personal
communities in Canada using solar energy?” beliefs influence one’s use of resources?” “What
“Which alternative energy option(s) would be can you as an individual do to make better use
best for your community or local area?” of our natural resources? How can calculating
your ecological footprint help you do this?”
C1.2 assess the impact of different types of food
production on resource use and the environment
in Canada
C2. Canadian Industries
Sample questions: “Are there certain food FOCUS ON: Patterns and Trends; Geographic Perspective
products that consume fewer or smaller
By the end of this course, students will:
amounts of natural resources than others or
whose production has less of an impact on the C2.1 assess the value (e.g., in terms of gross national
environment?” “Are there actions you could product and other measures, such as numbers
take or choices you could make that would employed, contribution to culture and national
reduce the resources needed to produce the identity) of various industrial sectors in Canada
food you eat?” (e.g., energy, aerospace, automotive, food, agricul-
tural, medical, software, financial)
C1.3 analyse their personal use of natural
resources Sample questions: “What is the value of tourism
to Canada?” “Which industrial sector employs
Using spatial skills: Calculating their ecological the most people?” “How would you decide the
footprint, using one of many available online value of an industry, such as Alberta’s oil sands

96
 industry, that has large economic benefits but in the everyday lives of people living in Canada
also high environmental and social costs?” (e.g., raw materials, resources used in production
“Why would people hold different points of and transportation)
view about the value of an industry?” “In which
Sample questions: “What are some of the natural
service and knowledge-based industries is
resources that are used in making bread, a car, a

Issues in Canadian Geography

Canada known as a global leader? Why might
cellphone, or other product, and where do they
this be important?” “What other industries
come from?” “Why might you want to know
does the forestry industry supply or support?”
what natural resources a product contains and
where they come from before purchasing it?”
C2.2 describe Canada’s major exports and imports,
and assess some of the environmental, economic, Using spatial skills: Students can create a flow
social, and political implications of Canada’s map showing where the resources, including
current export and import patterns parts, come from for a local industry. This will
help them visualize the economic relationships
Sample questions: “Is there a pattern in the types
the local area has with other parts of the country
of resources and products that Canada exports
and/or world.
and imports?” “Are most of our exports natural
resources, items that have been manufactured,
C3.2 describe the location, use, and importance
or goods and services?” “Would people living
of selected natural resources, including water
in Canada be able to produce the commodities
resources, that are found in Canada, and compare
that Canada imports?” “How do your choices
the availability of these resources with their
as a consumer affect Canadian imports?”
availability in the rest of the world
Using spatial skills: Having students read
Sample questions: “How does the availability
different types of graphs can help them
of fresh water in Canada compare with the
visualize statistical data. Bar or pie graphs,
availability of fresh water elsewhere in the
for example, can be used to show the value
world?” “What are some of the more valuable CGC1P
of exports by different economic sectors. Line
resources found in Canada, and why are they
graphs can be used to show changes over time
valuable?” “How does the accessibility of a
in our trade balance.
resource influence its use?”
C2.3 assess the economic, environmental, social,
C3.3 describe the characteristics (e.g., distribution,
and political significance of a specific industry
accessibility, abundance, sustainability, cost of
for their local area or another area of their
developing) of various renewable, non-renewable,
choice
and flow resources that are found in Canada
Sample questions: “What are the social,
Sample question: “How might understanding
economic, and environmental costs and benefits
the renewability of different types of resources
of having this industry in the area?” “How
make a difference in how people use the
would other businesses in our area be affected
resources?”
if this industry were to collapse? How might
this affect you?” “How would a new sports C3.4 describe how energy is used in Canada (e.g.,
attraction (e.g., a hockey team, a major transportation, residential use, industrial use)
sporting event) affect a community? What
other businesses might it attract?” “How Sample questions: “How do different types of
might the development of the rich mineral transportation vary in their usage of energy?”

MANAGING CANADA’S RESOURCES AND INDUSTRIES

resources of northern Ontario’s ring of fire “What types of energy do you use in your
region affect First Nations communities in day-to-day living, and for what purposes?”
the area?” Using spatial skills: Students can use statistics
and graphs to compare the amount of fuel
different vehicles use per 100 kilometres or
C3. The Use of Natural Resources the amount of electricity needed to operate
FOCUS ON: Spatial Significance; Interrelationships various appliances.

By the end of this course, students will:

C3.1 identify the natural resources needed to

produce and distribute a product that is used

97
 D. CHANGING POPULATIONS

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 9, Applied

D1. Population Trends and Their Impacts: assess the impact on Canadian communities of changes
in the characteristics of Canada’s population, and describe ways of responding to these changes
(FOCUS ON: Patterns and Trends; Geographic Perspective)
D2. Immigration Trends: analyse recent immigration trends in Canada (FOCUS ON: Interrelationships;
Patterns and Trends)
D3. Population Characteristics: describe key characteristics of population settlements in Canada and
the major demographic characteristics of the Canadian population (FOCUS ON: Spatial Significance;
Patterns and Trends)

SPECIFIC EXPECTATIONS
D1. Population Trends and Their ghettoization) that may arise for communities
Impacts whose populations come from a diversity
of cultural backgrounds
FOCUS ON: Patterns and Trends; Geographic Perspective
Sample questions: “In what ways can cultural
By the end of this course, students will: diversity enrich the life of a community?” “Why
might tensions develop between people from
D1.1 assess economic, social, and environmental different ethnic backgrounds? What strategies
impacts of major population trends in Canada might prevent or reduce these tensions?”
today (e.g., aging of the population; increasing
cultural, linguistic, and social diversity; changes D1.3 describe ways in which Canadian society can
in family structure) respond to the needs of a changing population
Sample questions: “How will people’s needs Sample questions: “Is it better to invest in more
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

change as they get older?” “How will an aging nursing homes for the elderly or more home-care
population affect the types of goods and services support?” “What kinds of support services are
available in their community?” “What do available for immigrants? Who provides them?”
immigrants need to establish themselves in a “How can schools help newcomers?” “What
new country?” “How are Canadian families can employers do to help single parents balance
changing?” work and childcare responsibilities?”
Using spatial skills: Students can read popula-
D1.4 analyse population trends in their local
tion pyramids, graphs, and thematic maps to
community or area, assess related needs, and
help them identify patterns and trends related
recommend appropriate responses to those needs
to the aging of the population and assess their
consequences. They can also use statistical data Sample questions: “Are the population trends
to analyse changes in family structures and in your community similar to the trends in
thematic maps to highlight aspects of cultural Canada as a whole?” “What do you anticipate
diversity in various communities. will be the biggest area of concern in your
community as a result of these trends?” “What
D1.2 describe some opportunities (e.g., cultural kinds of business opportunities do you see
enrichment, new economic opportunities) and emerging as a result of the changes taking
challenges (e.g., communication barriers, place in the population of your community?”

98
 D2. Immigration Trends First Nations reserves), and explain their distri-
bution (e.g., near rivers, highways, natural
FOCUS ON: Interrelationships; Patterns and Trends resources)
By the end of this course, students will: Sample questions: “What are the advantages
and disadvantages of living in a suburb of a

Issues in Canadian Geography

D2.1 analyse current immigration trends in Canada large city? Which would you prefer to live in,
(e.g., trends in overall numbers, numbers in different the suburb or the city?” “Why might a First
immigrant categories, countries of origin) Nation student prefer to live on a reserve rather
Sample questions: “What are the different than in a nearby city?” “Is there a pattern to
categories in which immigrants can apply for where people live in Canada?” “What role
entry into Canada? What factors affect the does the Trans-Canada Highway play in the
number of people applying in each category? distribution of population settlement in Canada?”
Which category do you think most future Using spatial skills: Students can use GIS
immigrants will apply for and why?” to identify correlations between population
Using spatial skills: Students can read flow settlements and characteristics such as trans-
maps or country-of-origin statistics to help portation routes, physical features, industries,
them analyse trends in immigrant origins. and resources. A different size of symbol, based
on various statistical intervals, can be used to
D2.2 explain the role of push factors (e.g., illustrate the relative size of different populations.
unemployment, political unrest, war, high crime Students can also create an annotated thematic
rate) and pull factors (e.g., job opportunities, map to highlight characteristics associated with
political stability, democratic society, low crime different sizes of settlements across Canada.
rate) in shaping current Canadian immigration
patterns D3.2 describe the major demographic characteristics
of present-day Canada (e.g., population density,
Sample questions: “What issues or circumstances growth rate, age-sex distribution, cultural diversity),
CGC1P
might make people want to leave their home and compare them to those of your community
countries? Why might they choose Canada or local area
instead of some other country as their preferred
destination?” Sample questions: “What three languages are
most commonly spoken in Canada?” “How
Using spatial skills: Comparing quality-of-life does the number of people under 25 compare
statistical indicators for Canada and other to the number of people over 65? Why is this
countries (e.g., infant mortality rate, literacy rate, important to know?” “How do the population
gross domestic product per capita, percentage density and other population characteristics of
of population with access to potable water, your community or local area compare with
number of doctors per 1000 people) can help those of other Canadian communities?”
students understand why people might want
to come to Canada. Using spatial skills: Students can use different
types of graphs to compare demographic
statistics. Students may also create graphs to
D3. Population Characteristics compare demographic statistics for their own
community with national statistics. Reading
FOCUS ON: Spatial Significance; Patterns and Trends population pyramids for different communities
or areas can help them recognize differences
By the end of this course, students will:
in their age structures.
D3.1 describe key characteristics of different types
of population settlements in Canada (e.g., towns,
cities, census metropolitan areas, megalopolises,
CHANGING POPULATIONS

99
 E. LIVEABLE COMMUNITIES

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 9, Applied

E1. Sustainable Communities: identify factors that affect the sustainability of communities, and describe
strategies for improving their sustainability (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural
environment (FOCUS ON: Spatial Significance; Interrelationships)
E3. Patterns of Land Use: describe patterns of land use in their local community (FOCUS ON: Spatial
Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
E1. Sustainable Communities E1.3 describe ways in which communities can
improve their environmental sustainability
FOCUS ON: Interrelationships; Geographic Perspective (e.g., expansion of recycling programs, promotion
of infill development, expansion of mass transit
By the end of this course, students will:
systems, addition of bike lanes to major roadways,
E1.1 use a variety of measurements (e.g., ecological support of local market gardens, preservation or
footprint, carbon footprint, water footprint) to addition of green space, promotion of programs to
compare the impact on the natural environment make houses and industries more energy efficient)
of people in Canada and people in other Sample questions: “What actions could
countries businesses such as grocery and clothing stores
Sample question: “How does your ecological take to be more environmentally sustainable?”
footprint compare to that of the average Canadian “What kind of programs are available in your
and those of people in other countries?” area that support energy conservation? Is your
school part of an energy monitoring program?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

E1.2 identify various ways in which communities “Does your community have water usage
in Canada dispose of their waste material guidelines for particular situations, such as
(e.g., landfilling, composting, incineration, primary dry spells or extremely cold weather?”
and secondary sewage treatment), and describe Using spatial skills: Students may create maps
potential environmental impacts of these and diagrams to illustrate the changes they
methods would make to a community in order to make
Sample questions: “Can all waste materials be it more environmentally sustainable (e.g., changes
disposed of in the same manner? Why or why in transportation, land use, buildings).
not?” “How does your community dispose of
unwanted electronics?” “What happens to your E1.4 identify actions that individuals can take to
garbage if your community does not have a live more sustainably, and explain the benefits
landfill site?” “What could communities and for their local community
individuals do to minimize the amount of Sample questions: “What can you do to make
material that has to be landfilled or incinerated?” a difference in your community?” “How does
Using spatial skills: Students can create an the community benefit if you take your own
annotated thematic map to highlight where bag when you shop for groceries?” “How does
waste materials (hazardous, solid, and liquid) eating local foods, cleaning up a local river,
end up. Field trips to local sewage treatment installing a green roof on the school, or using
plants and landfill sites can help students better alternative energy support sustainability?”
understand the challenges involved in waste “How might the community benefit economic-
management. ally, socially, and environmentally from the
preservation or restoration of a heritage

100
 building?” “What changes can you make to your capacity, new cultural institutions, amenities,
home that would help make the community industrial parks can stimulate growth)
more environmentally sustainable?” Sample questions: “How might the closure of
a pulp and paper mill lead to the decline of a
community?” “Why would people choose to

Issues in Canadian Geography

E2. Impacts of Land Use
move to the suburbs? Why is the resulting urban
FOCUS ON: Spatial Significance; Interrelationships sprawl a problem?” “Why is it beneficial to have
housing near a downtown commercial area?”
By the end of this course, students will: “What types of social issues may arise from
changes in land use in an urban community?”
E2.1 analyse interrelationships between the built
and natural environments E2.4 analyse the impact of a selected project
Sample questions: “Why are many communities on a community (e.g., residential or resort
built on the shoreline of a body of water? What development, urban renewal, installation of
are the benefits for these communities? What water and waste management systems, creation
are the risks?” “How does surrounding farmland of a park or recreational site, addition of bike
support a community, and what stresses might lanes on major streets, opening of a mine near
the community place on the farmland? How a reserve community)
might the loss of nearby farmland affect a Sample questions: “If you were planning on
community?” “What are some of the ways in moving to a new community, why would it be
which activities within communities affect air important for you to check on future plans for
and water quality locally and further afield?” the community?” “Why might it be worthwhile
“Which type of environment best suits the way to attend a planning meeting about a proposed
you would like to live: urban, suburban, or project in your community? What could you do
rural?” “Which natural and built characteristics to voice your ideas?”
(e.g., climate, resources, landscape, water bodies; CGC1P
transportation networks, industries, social and
cultural amenities, architecture, recreational E3. Patterns of Land Use
areas) would you include in a list of criteria
for selecting an ideal place to live?” FOCUS ON: Spatial Significance; Patterns and Trends

Using spatial skills: Students can compare maps By the end of this course, students will:
of urban areas from different time periods to
assess the direction and scope of urban growth. E3.1 describe different types of land use within
The class could create a shared annotated map their community (e.g., commercial, transportation,
illustrating their preferred places to live in industrial, residential, institutional, recreational,
Canada. agricultural, open space), and explain reasons
for their location
E2.2 assess the compatibility of different types Sample questions: “How can aerial photographs
of land uses with each other within their local of the community help us identify different
community (e.g., land uses that conflict with each land uses? How could you use the photographs
other, land uses that make other land uses more to see changes in land use and plan for future
efficient or less efficient) land-use needs?”
Sample questions: “Are recreational areas Using spatial skills: Students can deepen their
close to the residential areas?” “Do public understanding of land use by carrying out a
transportation routes provide easy access to land-use field study in a selected area of their
commercial areas?” “Is residential land located community. They can then compare their land-
near industrial spaces?” “Are sewage treatment use descriptions with those in the municipality’s
plants next to recreational land?” “If you were official plan and propose ways of modifying
to redesign your community, would you change the official plan.
the patterns of land use in any way?”
E3.2 describe spatial distribution patterns for
E2.3 explain how changes in land use can affect
LIVEABLE COMMUNITIES

human systems and services in their community

the growth or decline of different parts of a (e.g., infrastructure components, such as transporta-
community (e.g., new suburban malls can drain tion and energy networks, communication towers,
business from downtown stores and lead to the water and waste facilities)
decline of a community’s central core; replacing
an old industrial district with retail or recreational Using spatial skills: Official plans are useful
development, adding additional transportation for identifying how transportation routes,

101
 hydro lines, and other infrastructure corridors
are distributed and relating their location to
other land uses.

E3.3 identify spatial connections between human

systems and services in their community and
the broader regional, national, and/or global
networks to which they belong (e.g., food distri-
bution, communications, transportation, and energy
Grade 9, Applied

networks)
Using spatial skills: Students can create
maps to illustrate connections between various
communities and other regions and networks,
such as farming regions and transportation
and energy networks.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

102
HISTORY
INTRODUCTION
The study of history fulfils a fundamental human desire to understand the past. It also
appeals to our love of stories. Through the narrative of history, we learn about the people,
events, emotions, struggles, and challenges that produced the present and that will shape
the future. The study of history enables students to become critically thoughtful and
informed citizens who are able to interpret and analyse historical, as well as current,
issues, events, and developments, both in Canada and the world.

Strands
Each course in Grade 10 history has five strands. Strand A, Historical Inquiry and Skill
Development, is followed by four content strands, which are divided chronologically.
The five strands are as follows:
A: Historical Inquiry and Skill Development
B: Canada, 1914–1929
C: Canada, 1929–1945
D: Canada, 1945–1982
E: Canada, 1982 to the Present

Citizenship Education
The expectations in the Grade 10 history courses provide opportunities for
students to explore a number of concepts connected to the citizenship education
framework (see page 10).

The Concepts of Historical Thinking

The four concepts of historical thinking – historical significance, cause and consequence,
continuity and change, and historical perspective – underpin thinking and learning in
all history courses in the Canadian and world studies program. At least one concept of
historical thinking is identified as the focus for each overall expectation in strands B–E
of these courses. The following chart describes each concept and provides sample questions
related to it. These questions highlight opportunities for students to apply a specific
concept in their studies. (See page 13 for a fuller discussion of the concepts of disciplinary
thinking.)

103
 Historical Significance
This concept requires students to determine the importance of something (e.g., an issue, event, development,
person, place, interaction, etc.) in the past. Historical importance is determined generally by the impact
of something on a group of people and whether its effects are long lasting. Students develop their
understanding that something that is historically significant for one group may not be significant for
another. Significance may also be determined by the relevance of something from the past and how it
connects to a current issue or event.

Related Questions*
− Why was the Battle of Saint-Eustache significant to French Canadians? (Grade 7, B3.1)
− How did the colonialist policies of the new Canadian government have an impact on First Nations,
Métis, and Inuit individuals and communities? (Grade 8, Overview)
− Why do you think that certain people or events become national symbols? (CHC2P, D3.1)
− What criteria would you use to assess the significance of wartime legislation? Who felt the greatest
impact from such legislation? (CHC2D, B1.4)
Cause and Consequence
This concept requires students to determine the factors that affected or led to something (e.g., an event,
situation, action, interaction, etc.) and its impact/effects. Students develop an understanding of the
complexity of causes and consequences, learning that something may be caused by more than one
factor and may have many consequences, both intended and unintended.

Related Questions
− Who were the parties to the Treaty of Niagara or the 1760 Treaty of Peace and Friendship? What were
the key short-term and long-term consequences of the selected treaty for the different parties?
(Grade 7, A3.2)
− What order of importance would you assign to the various factors that led to Confederation? What
criteria would you use to determine the ranking of these factors? (Grade 8, A1.1)
− What impact did medical advances such as the development of penicillin and improvements in blood
transfusions have on Canadian forces during World War II? (CHC2P, C1.2)
− What impact did Canada’s responses to the Second Gulf War and the military mission in Afghanistan
have on our relationship with the United States? (CHC2D, E3.4)
Continuity and Change
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

This concept requires students to determine what has stayed the same and what has changed over a
period of time. Continuity and change can be explored with reference to ways of life, political policies,
economic practices, relationship with the environment, social values and beliefs, and so on. Students
make judgements about continuity and change by making comparisons between some point in the
past and the present, or between two points in the past.

Related Questions
− What can we learn from the ways in which people met challenges in the past? (Grade 7, Overview)
− What challenges would Ukrainian immigrants have faced on the Prairies at the end of the nineteenth
century? … What do these climate and landform maps tell you about the environmental challenges
Prairie settlers faced at the beginning of the twentieth century? Do similar challenges still exist today?
(Grade 8, B1.2)
− What was new about the teen subcultures that developed after World War II? In what ways were the
lives of youth in the 1950s and 1960s different from those who lived in the 1920s? (CHC2P D1.1)
− To what extent do First Nation, Inuit, and Métis individuals and communities have a say in the
development of resources within their home territories and/or communities? Is their involvement a
change in or continuation of their historical role in resource development on their territory and/or
community? (CHC2D, E2.2)
(continued)
* These “related questions” are drawn directly from the overview charts that precede the history courses and from the
sample questions that accompany many specific expectations. To highlight the continuity between the history courses in
Grade 10 and those in Grades 7 and 8, and to show possible progression in the use of the concepts of historical thinking
104 over those grades, the chart includes some questions from the elementary history curriculum as well.
 Historical Perspective
This concept requires students to analyse past actions, events, developments, and issues within the context
of the time in which they occurred. This means understanding the social, cultural, political, economic, and
intellectual context, and the personal values and beliefs, that shaped people’s lives and actions. Students
need to be conscious of not imposing today’s values and ethical standards on the past. Students also
learn that, in any given historical period, people may have diverse perspectives on the same event,
development, or issue.

Related Questions
− What social attitudes were reflected in the forced removal of First Nations and Métis communities on

History
the arrival of Loyalists or European immigrants? (Grade 7, B1.1)
− What were the major concerns of women’s rights groups at the turn of the century? Which women did
women’s rights groups at this time represent? Who was included and who was excluded? (Grade 8, B1.3)
− What impact have Hollywood portrayals of Indigenous individuals and communities during this
period had on Canadians’ understanding of First Nations, Métis, and Inuit cultures? (CHC2P, E1.1)
− What were the positions of Africville residents, municipal politicians in Halifax, and other groups on the
expropriation of Africville? How might you explain differences in these points of view? (CHC2D, D2.1)

The Historical Inquiry Process

In each history course in the Canadian and world studies curriculum, strand A focuses explicitly
on the historical inquiry process, guiding students in their investigations of events, developments,
issues, and ideas. This process is not intended to be applied in a linear manner: students will use the
applicable components of the process in the order most appropriate for them and for the task at hand.
Although strand A covers all of the components of the inquiry process, it is important to note that
students apply skills associated with the inquiry process throughout the content strands in each
course. (See page 27 for a fuller discussion of the inquiry process in the Canadian and world studies
program.)

The following chart identifies ways in which students may approach each of the components of the
historical inquiry process.

Formulate Questions
Students formulate questions:
− to explore various events, developments, and/or issues that are related to the overall expectations
in order to identify the focus of their inquiry
− to help them determine which key concept or concepts of historical thinking are relevant to their
inquiry
− that reflect the selected concept(s) of historical thinking
− to develop criteria that they will use in evaluating evidence and information, making judgements
or decisions, and/or reaching conclusions
(continued)
INTRODUCTION

105
 Gather and Organize
Students:
− collect relevant evidence and information from a variety of primary sourcesa and secondary sources,b
including community sourcesc
− determine if the sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the evidence and information from their sources
− record the sources of the evidence and information they are using
History

− decide whether they have collected enough evidence and information for their investigation
Interpret and Analyse
Students:
− analyse evidence and information, applying the relevant concepts of historical thinking (see
preceding chart)
− use different types of graphic organizers to help them interpret and/or analyse their evidence and
information
− identify the key points or ideas in each source
− interpret maps to help them analyse events, developments, and/or issues
− analyse their sources to determine the importance of the event, development, or issue for individuals
and/or groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize evidence and information, and make informed, critical judgements based on that evidence,
information, and/or data
− make connections between the past and present
− determine short- and long-term consequences of events, developments, and/or issues for different
individuals, groups, and/or regions
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

− assess whether an event or action was ethically justifiable, given the context of the time
− reach conclusions about events, developments, and/or issues, and support them with their evidence
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, kinaesthetic) for different audiences and purposes
− communicate their arguments, conclusions, and judgements clearly and logically
− use historical terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

a. Primary sources may include, but are not limited to, artefacts, art works, census data and other statistics, diaries, letters,
legislation and policy documents, oral histories, period newspapers, photographs, speeches, treaties, and some maps.
b. Secondary sources may include, but are not limited to, current news and scholarly articles, documentaries and other films,
reference books, textbooks, and most websites.
c. Community sources may include, but are not limited to, local museums and heritage sites, and resources from community
groups and associations.

106
Canadian History since
World War I, Grade 10
Academic CHC2D

This course explores social, economic, and political developments and events and their
impact on the lives of different individuals, groups, and communities, including First
Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students
will examine the role of conflict and cooperation in Canadian society, Canada’s evolving
role within the global community, and the impact of various individuals, organizations,
and events on identities, citizenship, and heritage in Canada. Students will develop an
understanding of some of the political developments and government policies that
have had a lasting impact on First Nations, Métis, and Inuit individuals and communities.
They will develop their ability to apply the concepts of historical thinking and the
historical inquiry process, including the interpretation and analysis of evidence, when
investigating key issues and events in Canadian history since 1914.

Prerequisite: None

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand
A are to be interwoven with instruction and learning related to expectations from the
other four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A: Historical Inquiry and Skill Development

Overall Expectations

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of Canadian history since 1914

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
historical investigation, and identify some careers in which these skills might be useful
(continued)

107
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking
Grade 10, Academic

B: Canada, 1914–1929

B1. Social, Economic, and Political Context: describe National and international Why might different
some key social, economic, and political events, trends, events, trends, and individuals and
and developments between 1914 and 1929, and assess developments during this communities in Canada
their significance for different groups and communities period affected various view the same event,
in Canada, including First Nations, Métis, and Inuit groups and communities trend, or development in
communities (FOCUS ON: Historical Significance; in Canada in different different ways? Why might
Historical Perspective) ways. we view it differently now?

B2. Communities, Conflict, and Cooperation: analyse This was a period of major In what ways did
some key interactions within and between different conflict and change in government policy during
communities in Canada, including First Nations, Métis, Canada and abroad. this period create or
and Inuit communities, and between Canada and the contribute to divisions
international community, from 1914 to 1929, and how in Canadian society?
these interactions affected Canadian society and politics
(FOCUS ON: Historical Significance; Cause and Consequence) Was this period a turning
point for women in Canada?
B3. Identity, Citizenship, and Heritage: explain how During this period, pre­
In what ways did the lives
various individuals, organizations, and specific social dominant attitudes towards
and struggles of different
changes between 1914 and 1929 contributed to the women, immigrants, First
individuals, groups, and
development of identities, citizenship, and heritage in Nations, Métis, Inuit, and
communities help shape
Canada (FOCUS ON: Continuity and Change; Historical racialized groups and
Canada during this period?
Perspective) communities affected the
What lasting impact did
development of identities
they have on Canada?
and citizenship in Canada.

C: Canada, 1929–1945

C1. Social, Economic, and Political Context: describe Major events during this Why is it important to
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

some key social, economic, and political events, trends, period, including the Great consider a variety of per­
and developments between 1929 and 1945, and assess Depression and World War II, spectives when analysing
their impact on different groups and communities in resulted from a variety events, trends, or develop­
Canada, including First Nations, Métis, and Inuit of social, economic, and ments from this period?
communities (FOCUS ON: Cause and Consequence; political factors, and
Historical Perspective) affected various groups How did colonialism
and communities in continue to have an impact
Canada in different ways. on Indigenous individuals
and communities in Canada
C2. Communities, Conflict, and Cooperation: analyse This was a period of during this period?
some key interactions within and between communities strained and shifting
in Canada, including First Nations, Métis, and Inuit relationships between In what ways did events
communities, and between Canada and the international different communities during this period reflect
community, from 1929 to 1945, with a focus on key issues in Canada as well as Canadians’ views on human
that affected these interactions and changes that resulted between Canada and rights? Did the Canadian
from them (FOCUS ON: Cause and Consequence; Continuity government respect the
other countries.
human rights of all people
and Change)
during this period? What
C3. Identity, Citizenship, and Heritage: explain how The actions of various impact did events during
various individuals, groups, and events, including individuals and this period have on Canada’s
some major international events, contributed to the communities had a major response to later human
development of identities, citizenship, and heritage in impact on the continuing rights issues?
Canada between 1929 and 1945 (FOCUS ON: Historical development of Canada
Significance; Historical Perspective) during this period.
(continued)
108
 Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D: Canada, 1945–1982

Canadian History since World War I

D1. Social, Economic, and Political Context: describe Canadian society What impact did
some key social, economic, and political events, trends, experienced major international politics and
and developments in Canada between 1945 and 1982, changes during this movements during this
and assess their significance for different individuals, period, as a result of a period have on the quality
groups, and/or communities in Canada, including First variety of national and of life of people in Canada?
Nations, Métis, and Inuit individuals and communities international social, cultural,
(FOCUS ON: Historical Significance; Continuity and Change) and political factors. Why do times of change
lead to both conflict and
D2. Communities, Conflict, and Cooperation: analyse Although this period was cooperation?
some key experiences of and interactions between marked by conflict and
different communities in Canada, including First Nations, tensions, both nationally What factors contributed
Métis, and Inuit communities, as well as interactions and internationally, to the development of
between Canada and the international community, from Canada also participated social movements in
1945 to 1982 and the changes that resulted from them in cooperative ways in the Canada during this period?
(FOCUS ON: Continuity and Change; Historical Perspective) international community. In what ways did colonialist
government policies
D3. Identity, Citizenship, and Heritage: analyse how This was a time of major
continue to have an impact
significant events, individuals, and groups, including transformation in identities
on First Nations, Métis, and
Indigenous peoples, Québécois, and immigrants, in Canada.
Inuit individuals and com­
contributed to the development of identities, citizenship,
munities during this time?
and heritage in Canada between 1945 and 1982
(FOCUS ON: Historical Significance; Cause and Consequence) Which event or develop­
ment during this period CHC2D
made the most significant
contribution to the develop­
ment of identities in Canada?
What criteria can we use to
make that judgement?

E: Canada, 1982 to the Present

E1. Social, Economic, and Political Context: describe National and international What impact have
some key social, economic, and political events, trends, cultural, social, economic, changing demographics
and developments in Canada from 1982 to the present, political, and technological had on different groups
and assess their significance for different groups and changes since 1982 have in Canada since 1982?
communities in Canada, including First Nations, had a major impact on
Métis, and Inuit communities (FOCUS ON: Historical people in Canada. What impact has
Significance; Continuity and Change) regionalism had on
Canada and on identities
E2. Communities, Conflict, and Cooperation: analyse Historical factors continue in Canada?
some significant interactions within and between to influence interactions
various communities in Canada, including First Nations, and relationships Why have people in
Métis, and Inuit communities, and between Canada and between different groups, Canada become more
the international community, from 1982 to the present, communities, and aware of the impact of
and how key issues and developments have affected hundreds of years of
governments in Canada.
these interactions (FOCUS ON: Continuity and Change; colonialist policy on
Indigenous individuals
Historical Perspective)
and communities? What
E3. Identity, Citizenship, and Heritage: analyse how Various social and political actions have individuals
various significant individuals, groups, organizations, developments and events, and communities been
and events, both national and international, have as well as cultural icons, taking to change this
contributed to the development of identities, citizenship, have had an impact on the colonial relationship?
and heritage in Canada from 1982 to the present development of heritage
Which individuals or
(FOCUS ON: Historical Significance; Cause and Consequence) in Canada in these years.
groups made the greatest
contribution to heritage in
OVERVIEW

Canada during this period?

How can we measure that
contribution?

* See page 14 for a discussion of the purpose of big ideas and framing questions.
109
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 10, Academic

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of Canadian history since 1914;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify some careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry What other sources might you consult?” “Why
would it be useful to consult photographs and
Throughout this course, students will: news reports from the time in your investigation
of Canada’s military contribution to the Korean
A1.1 formulate different types of questions to
War?”
guide investigations into issues, events, and/or
developments in Canadian history since 1914 A1.3 assess the credibility of sources and
(e.g., factual questions: What were the provisions information relevant to their investigations
of the Chinese Immigration Act of 1923?; compara- (e.g., by considering the perspective, bias, accuracy,
tive questions: In what ways was the impact of purpose, and context of the source and the values
the Great Depression different for people living and expertise of its author)
on the Prairies than for people living in Ontario?;
causal questions: What were the key causes of the Sample question: “If you were consulting
Quiet Revolution?) various websites for information on the First
Nations protests in Caledonia, how would you
determine which sites were the most reliable
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

A1.2 select and organize relevant evidence and

information on aspects of Canadian history and credible?”
since 1914 from a variety of primary and
secondary sources (e.g., primary sources: art A1.4 interpret and analyse evidence and
works from the time, diaries, legislation, letters, information relevant to their investigations,
maps, period newspapers, photographs, political using various tools, strategies, and approaches
cartoons, statistics, treaties; secondary sources: appropriate for historical inquiry (e.g., develop
books and/or articles from the library, current criteria for evaluating the relative importance of
newspaper or magazine articles, documentary consequences of the Great Depression; compare
and/or feature films or videos, information from the points of view in two or more primary sources
websites, textbooks), ensuring that their sources on prohibition; assess the effectiveness of the
reflect multiple perspectives argument in a secondary source on Canadian-
American relations under Prime Minister
Sample questions: “Why is it important to Diefenbaker; use a concept map to help them
gather evidence from primary sources when assess the short- and long-term consequences
investigating past developments and events?” of residential schools for First Nations, Métis,
“What are some sources you might consult to and Inuit individuals and communities)
try to identify voices that may be missing from
the official version of an event?” “If you are Sample questions: “What type of graphic
trying to determine the position of various organizer do you think would be most useful
groups on the issue of the Canada-U.S. Free in helping you compare World War I and World
Trade Agreement, why might you consult War II – a T-chart, a Venn diagram, or a cross-
newspaper editorials and editorial cartoons? classification table? Why?” “What criteria might
you use to rank the causes of the Regina Riot?”

110
A1.5 use the concepts of historical thinking (i.e., A1.8 use accepted forms of documentation
historical significance, cause and consequence, (e.g., footnotes or endnotes, author/date citations,
continuity and change, and historical perspective) reference lists, bibliographies, credits) to acknow-
when analysing, evaluating evidence about, and ledge different types of sources (e.g., archival

Canadian History since World War I

formulating conclusions and/or judgements sources, articles, art works, blogs, books, films or
regarding historical issues, events, and/or videos, oral evidence, websites)
developments in Canada since 1914 (e.g., use
the concept of historical significance to assess A1.9 use appropriate terminology when com-
the impact of Vimy Ridge on the evolution of municating the results of their investigations
Canadian identity; use the concept of cause and (e.g., vocabulary specific to their topics; terminology
consequence when assessing the social, economic, related to history and to the concepts of historical
and political context of the Winnipeg General thinking)
Strike; use the concept of continuity and change
when analysing the evolution of the relationship
between Canada and Great Britain; use the concept A2. Developing Transferable Skills
of historical perspective when assessing the motives Throughout this course, students will:
of the Woman’s Christian Temperance Union)
Sample questions: “What is ‘presentism’? How A2.1 describe several ways in which historical
can using the concept of historical perspective investigation can help them develop skills,
help you avoid the trap of presentism?” “What including the essential skills in the Ontario
criteria can you use to determine the historical Skills Passport (e.g., skills related to reading
significance of this event? Was the event signifi- text, writing, document use, computer use, oral
cant to everyone at the time? Is it significant to communication, numeracy), that can be transferred
you and/or your community now?” “Which to the world of work and to everyday life
concept or concepts of historical thinking might
help you analyse the Canadian government’s A2.2 apply in everyday contexts skills and work CHC2D
decision to forcibly relocate Inuit people in the habits developed through historical investigation
1950s?” (e.g., use skills to assess the credibility of sources,
understand and appreciate multiple perspectives
A1.6 evaluate and synthesize their findings to and engage in informed discussions, detect bias,
formulate conclusions and/or make informed understand historical context; apply work habits
judgements or predictions about the issues, such as collaborating with peers or taking initiative)
events, and/or developments they are
investigating A2.3 apply the knowledge and skills developed in
the study of Canadian history when analysing
Sample questions: “Was the federal government current social, economic, and/or political issues
justified in invoking the War Measures Act (e.g., to determine perspectives or bias in media
during the October Crisis? How convincing is reports on a current event; to analyse key causes
the evidence in your sources?” “Based on your and/or predict possible consequences of a current
study of its development, as well as changes political policy; to determine ways in which the
in Canadian society and politics, what do you current responses of Canadians to a specific social
think is the future of the Canadian welfare issue are similar to or different from their responses
state? Why?” in the past), in order to enhance their under-
standing of these events and their role as
A1.7 communicate their ideas, arguments, and informed citizens
conclusions using various formats and styles,
Sample question: “Which historical events might HISTORICAL INQUIRY AND SKILL DEVELOPMENT
as appropriate for the audience and purpose
(e.g., a seminar on Canadian-U.S. relations; an help you more fully understand the issues
essay on turning points for Indigenous people involved in current debates over resource
since 1960; a debate on whether Prime Minister development projects in Canada and First
Trudeau’s policies contributed to a “Just Society”; Nations treaty rights?”
a presentation on the changing roles of women in
Canada; a video on social conditions during the A2.4 identify some careers in which the skills
Great Depression; a role play on negotiations to learned in history might be useful (e.g., editor,
patriate the constitution; a project to write the text journalist, lawyer, mediator, museum curator,
for a wiki on developments in Canadian culture politician, teacher)
in the second half of the twentieth century; a blog
from the perspective of a soldier in Afghanistan)

111
 B. CANADA, 1914–1929

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Academic

B1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments between 1914 and 1929, and assess their significance for different groups
and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON:
Historical Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between
different communities in Canada, including First Nations, Métis, and Inuit communities, and
between Canada and the international community, from 1914 to 1929, and how these interactions
affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)
B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific
social changes between 1914 and 1929 contributed to the development of identities, citizenship, and
heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political B1.2 identify some major developments in science
Context and/or technology and applications of scientific/
technological knowledge during this period,
FOCUS ON: Historical Significance; Historical and assess their significance for different
Perspective individuals, groups, and/or communities in
Canada, including First Nations, Métis, and/or
By the end of this course, students will: Inuit individuals and/or communities (e.g., the
impact of: new military technologies on Canadian
B1.1 analyse historical statistics and other primary
soldiers; developments in mechanization on
sources, including oral traditional knowledge,
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Canadian farmers; developments in transportation

to identify major demographic trends in Canada
and communication, such as those related to cars,
between 1914 and 1929 (e.g., trends related to
radios, or motion pictures, on the recreational
immigration to Canada; First Nations, Métis, and
activities of some Canadians; insulin and/or other
Inuit populations; migration between provinces
medical developments on the health of people
and to urban centres; the number of women in the
in Canada)
labour force and the type of work they performed;
birth rates or life expectancy), and assess the Sample questions: “What criteria might you use
significance of these trends for different groups to determine the significance of a scientific or
and communities in Canada, including First technological development? Using these criteria,
Nations, Métis, and Inuit communities which development during this time period do
you think was the most significant? Why?”
Sample questions: “When you analyse census
“How did the application of advances in film
data, what do you think is the most significant
and photography during this period influence
trend in the Canadian population between 1914
the ways in which Indigenous people were
and 1929? Why? Did this trend affect all people
perceived, both within Canada and elsewhere
in Canada?” “What trends do you see with
in the world? How did the film Nanook of the
respect to birth rates among different groups
North affect the way Inuit were perceived?
in Canada?” “Is statistical information on
Whose perspective did the film reflect?” “How
Indigenous communities and individuals during
did the Canadian Arctic Expedition of 1913–18
this period reliable and valid? Why or why not?”
benefit from Inuit scientific and technological
“From the perspective of First Nations, Métis,
knowledge?”
and Inuit, why is the 1921 census flawed?”
“Why did many Métis people choose not to
publicly identify as Métis during this period?
What was the significance of this decision?”
112
B1.3 describe some key economic trends and B2. Communities, Conflict, and
developments in Canada during this period Cooperation
(e.g., with reference to the wartime economy,
new manufacturing sectors, postwar recession, FOCUS ON: Historical Significance; Cause and

Canadian History since World War I

consumerism, buying on credit, unions, rising Consequence
prices, trends in the whaling and fur industry in
the Canadian North), and assess their impact on By the end of this course, students will:
various individuals, groups, and/or communities
B2.1 explain the main causes of World War I
in Canada, including First Nations, Métis, and
(e.g., European alliances, rivalries, militarism,
Inuit individuals and/or communities
and nationalist movements) and of Canada’s
Sample questions: “Which regions or groups in participation in the war (e.g., imperialist
Canada benefited the most from the prosperity sentiments in English Canada; Canada’s status
of the 1920s? Why? Which communities did not within the British Empire), and analyse some
benefit from this prosperity? Why?” “When you of the consequences of Canada’s military
look at economic conditions in the Maritimes participation in the war (e.g., with reference to
during the 1920s, which development do you enlistment; the conscription bill; enfranchisement;
think is the most significant in terms of its the development of war industries; the military
impact on people’s lives? Why? Who was consequences and the human costs of battles
affected by this development?” “How significant involving Canadian forces; issues facing veterans;
was the collapse of the bowhead whale and/or the Soldier Settlement Board; Remembrance Day)
fur industry for Inuit individuals and commun-
Sample questions: “When recruitment drives
ities?” “How did political policies affect the
were held, were all young people welcome to
price of goods traded by Inuit and First Nations
join the armed forces?” “What were some of the
people in the North? What impact did these
short- and long-term consequences of Canadians’
policies have on the income and lives of
participation in battles such as the Somme,
Indigenous traders and on Indigenous economic CHC2D
Ypres, Passchendaele, and Vimy Ridge?” “In
and social structures?”
what ways were the issues facing First Nations,
Métis, and Inuit veterans similar to and/or
B1.4 explain the impact on Canadian society
different from those facing other veterans?”
and politics of some key events and/or
developments during World War I (e.g., with
B2.2 analyse, with reference to specific events or
reference to shortages on the home front; the
issues, the significance of and perspectives on
internment of “enemy aliens”; an increase in the
Canada’s participation in international relations
number of women in the workforce; the Union
between 1914 and 1929 (e.g., with reference
government; new laws such as the Military Voters
to Canada’s position within the British Empire,
Act, the Wartime Elections Act, the Income Tax Act,
Canada’s military participation in World War I,
and/or the War Measures Act; the enlistment,
Canada’s separate signing of the Treaty of Versailles,
military, and post-military experiences of First
the Halibut Treaty, the Chanak Crisis, the Imperial
Nations, Métis, and Inuit men; the Halifax Explosion;
Conferences)
the role of veterans in postwar labour unrest)
Sample questions: “How did First Nations, Métis,
Sample questions: “What does the term ‘enemy
and Inuit tend to view Canada’s participation
alien’ mean? Which groups did the Canadian
in World War I? How did they view Canada’s
government consider to be enemy aliens during
status as part of the British Empire?” “What
World War I? What was the significance of
criteria would you use to determine the signifi-
Canada’s treatment of these groups?” “What
cance for Canada of the country’s contributions
was the impact of the conscription crisis on
to World War I?” “What was the significance
politics in Canada?” “Why did First Nations,
of the Halibut Treaty in the history of Canada’s
Métis, and Inuit men choose to fight for a country
relationship with Great Britain?”
in which they experienced oppression and
mistreatment?” “What impact did military B2.3 describe some major instances of social
enlistment have on the status of First Nations and/or political conflict in Canada during this
men and their families?” “What criteria would period, including conflict between French and
you use to assess the significance of wartime English Canada (e.g., differing views on the need
CANADA, 1914–1929

legislation? Who felt the greatest impact from for conscription; the Ontario Schools Question and
such legislation?” “Who gained the franchise the response to Regulation 17; Henri Bourassa’s
under the Military Voters Act and the Wartime French-Canadian nationalism versus the imperialist
Elections Act? Who did not? Why were perspectives of some English Canadians; labour
Indigenous women excluded from these acts?” unrest, including the Winnipeg General Strike;

113
 the King-Byng affair; the activities of the Ku Klux responsibility for Inuit to the Department of
Klan and/or the Orange Order of Canada), and Indian Affairs? Why was this amendment short
analyse some of their causes and consequences lived? What do these changes reveal about the
Sample questions: “What were the intended and government’s attitudes towards Inuit?” “In
unintended consequences of Regulation 17?” what ways were the Indian Act amendments
“What were the most significant causes of during this time a reflection of attitudes towards
the Winnipeg General Strike? What were its First Nations, Metis, and Inuit individuals and
short- and long-term consequences?” “What communities?”
Grade 10, Academic

prompted the federal government to amend the

B2.6 describe attitudes towards as well as
Criminal Code to prevent ‘unlawful associations’?
discrimination against and other significant
For what purposes was this law used?”
actions affecting non-Indigenous ethnocultural
B2.4 explain the goals and accomplishments of groups in Canada during this period (e.g., with
some groups, organizations, and/or movements reference to racism and antisemitism, segregation,
in Canada, including First Nations, Métis, and discrimination in jobs and housing, restrictions
Inuit organizations and/or movements, that imposed by the Chinese Immigration Act of 1923,
contributed to social and/or political cooperation groups helping new immigrants), and explain
during this period (e.g., the Union government, their impact
the One Big Union or other labour unions, the Sample questions: “What attitudes are reflected
Maritime Rights movement, the League of Indians, in the treatment of British Home Children in
the Métis Nation of Alberta, temperance organiza- Canada during this period? Why did former
tions, the United Farmers of Ontario, women’s Home Children later seek an apology from the
suffrage organizations, the Famous Five, the Black Canadian government?” “In what ways was
Cross nurses) the No. 2 Construction Battalion a reflection of
Sample questions: “How did the federal attitudes towards African Canadians?”
government react to F. O. Loft and the creation
of the League of Indians of Canada? What does B3. Identity, Citizenship, and Heritage
this reaction tell you about the relationship
between the federal government and First FOCUS ON: Continuity and Change; Historical
Nations people at this time? What impact did Perspective
the League of Indians have on the lives of
Indigenous peoples in Canada?” “What social By the end of this course, students will:
and economic conditions motivated the social
gospel movement? What impact did the B3.1 explain how some individuals, groups,
movement have on people’s lives? How much and/or organizations contributed to Canadian
political influence did it have?” “What Inuit society and politics during this period and
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

political organizations existed during this to the development of identities, citizenship,

period? What were their goals? What impact and/or heritage in Canada (e.g., with reference to
did they have?” Frederick Banting, Napoléon Belcourt, Billy Bishop,
Robert Borden, Samuel Bronfman, Arthur Currie,
B2.5 describe how the residential school system Marie Lacoste Gérin-Lajoie, F. O. Loft, Agnes
and other government policies and legislation, Macphail, Masumi Mitsui, J. S. Woodsworth; the
as well as the attitudes that underpinned them, League of Indians, rum runners, the Trades and
affected First Nations, Métis, and Inuit individ- Labour Congress of Canada, the Vandoos, the
uals and communities during this period Woman’s Christian Temperance Union)
(e.g., with reference to mandatory attendance at Sample questions: “What prompted Peter
residential schools; provincial day schools, training Henderson Bryce to write The Story of a
schools; amendments to the Indian Act to prohibit National Crime: An Appeal for Justice to the
First Nations from hiring legal counsel to pursue Indians of Canada? What contribution did
land claims; limitations on voting rights; the pass this volume make? Why?” “In what ways did
system; racist attitudes underlying government the Royal Canadian Mounted Police (RCMP)
policies), and explain some of their long-term contribute to the development of Canadian
consequences heritage and identities? In what ways did the
Sample questions: “What were the educational RCMP impact the development of First Nations,
experiences of First Nations and Métis children Métis, and Inuit heritage and identities?” “What
during this period? How did the experiences of impact did Henri Bourassa have on the develop­
children in residential schools differ from the ment of French-Canadian identity?” “In what
experiences of children in training schools and ways did the work of Nellie McClung and other
in public schools?” “Why was the Indian Act women’s rights activists challenge notions of
amended in 1924 to transfer federal government citizenship in Canada?”
114
B3.2 describe some significant changes in the B3.4 describe Canadian immigration policy
arts and popular culture in Canada during this during this period (e.g., with reference to the
period (e.g., changes in fashion and popular music; 1919 Immigration Act, the Chinese Immigration
changes in Canadian art, as reflected in the work Act of 1923), and analyse immigration to Canada,

Canadian History since World War I

of the Group of Seven; the increasing popularity of with a focus on the different groups that came
movies; the increasing influence of American culture; here and how they contributed to identities and
the international reputation of Canadians in sports; heritage in Canada (e.g., the origin of immigrants,
the introduction of the poppy as a symbol of war why they came, where they settled, the degree to
and remembrance; prohibition), and explain the which they integrated into the dominant culture
contributions of some individuals and/or events of the time in Canadian society and/or remained
to these changes (e.g., Mazo de la Roche, Stephen distinct; their cultural contributions)
Leacock, Tom Longboat, John McCrae, Howie
Sample questions: “What were some of the
Morenz, Mary Pickford; the racing career of the
push/pull factors that influenced different
Bluenose; the founding of the National Hockey
groups of immigrants coming to Canada during
League and the Ladies Ontario Hockey Association)
this period? Did emigrating change the lives
Sample questions: “What were some of the of all these people for the better? Do you think
cultural changes that characterized the ‘roaring that these people’s lives in Canada were what
twenties’ in Canada?” “What impact did the they had expected them to be?” “What are
work of Tom Thomson have on Canadian art?” some ways in which groups that came to
“What impact did the work of the Group of Canada during this period contributed
Seven, particularly Lawren Harris’s paintings to Canadian heritage?”
of the Arctic, have on notions of the Canadian
North? Whose perspective is represented in the
work of the Group of Seven? Whose perspectives
are absent?” “How did the fact that many Métis
people at this time were hiding their heritage CHC2D
affect Métis arts, culture, and language?”

B3.3 describe some significant developments

in the rights and lives of women in Canada,
including First Nations, Métis, and Inuit women,
during this period (e.g., women’s contribution to
the war effort, their expanding role in the workplace,
and the impact of these on their role in the family
and in society; the role of Inuit women in the
whaling and sealskin industry; women’s role in
suffrage, temperance, and other social movements;
repercussions of the loss of status for First Nations
women whose husbands were enfranchised because
of wartime service; new political rights for some
women; changing social mores in the 1920s and
their impact on women; the participation of women
in organized sports), and explain the impact of
these developments on Canadian citizenship
and/or heritage
Sample questions: “What role did World War I
play in changing the lives of some Canadian
women? How did the war affect the lives of
First Nations, Metis, and/or Inuit women?”
“Do you think the Persons Case was a turning
point for women in Canada? Why or why not?
What impact did the final decision in that case
have on Canadian citizenship?”
CANADA, 1914–1929

115
 C. CANADA, 1929–1945

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Academic

C1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments between 1929 and 1945, and assess their impact on different groups and
communities in Canada, including First Nations Métis, and Inuit communities (FOCUS ON: Cause and
Consequence; Historical Perspective)
C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between
different communities in Canada, including First Nations, Métis, and Inuit communities, and
between Canada and the international community, from 1929 to 1945, with a focus on key issues
that affected these interactions and changes that resulted from them (FOCUS ON: Cause and
Consequence; Continuity and Change)
C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including
some major international events, contributed to the development of identities, citizenship, and
heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)

SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political C1.2 identify some major developments in science
Context and/or technology and applications of scientific/
technological knowledge during this period
FOCUS ON: Cause and Consequence; Historical (e.g., inventions such as Pablum, penicillin,
Perspective Massey-Harris’s self-propelled combine harvester;
military technologies such as sonar, radar,
By the end of this course, students will: walkie-talkies, or the atomic bomb; mining of
resources such as radium/uranium crucial to new
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

C1.1 describe some key social changes in Canada

technologies), and assess their significance for
during this period (e.g., social changes brought
different individuals, groups, and communities
about by unemployment or the dustbowl during
in Canada, including First Nations, Métis,
the Depression; new left- and right-wing social
and/or Inuit individuals and/or communities
movements; the increasing influence of American
culture; northern Indigenous people becoming more Sample questions: “What criteria would you
reliant on European material goods), and explain use to determine the significance for Canadians
their main causes as well as their impact on of the development of penicillin?” “What impact
different groups and communities in Canada, did technological developments have on the
including First Nations, Métis, and Inuit lives of farm families during this period?”
communities
C1.3 describe some key economic trends and
Sample questions: “What were the main
developments in Canada during this period
social changes that occurred during the Great
(e.g., the stock market crash of 1929, pensions for
Depression? How did they affect Canadians
veterans, the impact of the dustbowl on agriculture,
in different parts of the country? In urban and
the expansion of American branch plants, buying
rural areas?” “How did the growth of Canadian
on margin, high unemployment rates, government
settlement in the North during this period affect
relief, public works projects, the establishment of
Inuit?” “What changes do you notice in the
the Bank of Canada, the wartime economy, the
birth and mortality rates in First Nations, Métis,
1945 Ford strike), and assess their impact on
and Inuit communities during this period?
different groups and communities in Canada,
How might you account for these changes?”
including First Nations, Métis, and Inuit
communities

116
 Sample questions: “Did the Great Depression Canada?” “What impact did the struggle for
affect all communities in Canada to the same Arctic sovereignty between Canada and the
extent? Who faced the greatest challenges?” United States during this period have on Inuit
“What was the economic impact of the dust- communities?” “What were the consequences

Canadian History since World War I

bowl? How did it contribute to the creation of of voting restrictions for First Nations men
the Canadian Wheat Board?” “What were the and women? How did this impact the political
consequences of the growth of the pulp and influence of First Nations communities?”
paper industry in the 1930s for First Nations
and Métis communities in Canada? Who C1.5 describe the main causes of some key political
benefited financially from this industry? Who developments and/or government policies in
did not?” “What were the consequences of the Canada during this period (e.g., Mackenzie King’s
boom and bust of the white fox fur trade for Five Cent speech; the formation of the Cooperative
Inuit individuals and communities?” “What Commonwealth Federation or Social Credit; the
was the significance of the name ‘Royal Twenty establishment of the Canadian Broadcasting
Centers’? How were these public work camps Corporation [CBC] or the National Film Board
viewed at the time? In what ways, if any, do [NFB]; provincial Sexual Sterilization Acts; social
you think they have influenced attitudes towards welfare policies; the Dominion Elections Act, 1938;
the unemployed today?” “How were people Quebec women receiving the vote; wartime propa-
in First Nations, Métis, and Inuit communities ganda; the decision to intern Japanese Canadians;
affected by the growth of companies extracting the 1944 Racial Discrimination Act), and assess
natural resources during this period? In what their impact on non-Indigenous groups in
ways was the treaty relationship between First Canada
Nations and the Crown not honoured as these
Sample questions: “What are some factors that
companies grew?” “What were some ways in
contributed to the development of new political
which economic progress for some Canadians
parties during the Great Depression? What social
during this period came at the expense of
and political values were reflected in these new CHC2D
First Nations, Métis, and Inuit individuals
parties?” “What was the historical context for
and communities?”
Maurice Duplessis’s Padlock Act? What impact
did the act have on the civil liberties of various
C1.4 describe the main causes of some key political
groups in Quebec during this period?”
developments and/or government policies that
affected Indigenous peoples in Canada during
this period (e.g., amendments to the Indian Act; C2. Communities, Conflict, and
the continuing operation of residential schools; Cooperation
the Dominion Franchise Act, 1934; the Ewing
Commission, 1934–36; provincial Sexual Sterilization FOCUS ON: Cause and Consequence; Continuity and
Acts; the creation of the Newfoundland Rangers; Change
the Métis Population Betterment Act, 1938; the
beginning of the federal government’s use of By the end of this course, students will:
“Eskimo” identification tags), and assess their
impact on First Nations, Métis, and Inuit C2.1 analyse some significant ways in which
communities people in Canada, including First Nations,
Métis, and Inuit individuals and communities,
Sample questions: “What amendments were cooperated and/or came into conflict with each
made to the Indian Act in the 1930s? What other during this period (e.g., the Antigonish
was their impact?” “What impact did the movement; the League for Social Reconstruction;
1939 Supreme Court decision regarding the the riot at Christie Pits; internment camps for
constitutional status of ‘Eskimos’ have on “enemy aliens”; Christie v. York, 1940; participation
policy developments affecting Inuit?” “What of First Nations, Métis, and Inuit soldiers in
were the consequences of the Sexual Sterilization World War II; the founding of the Canadian
Act in Alberta and/or British Columbia for First Brotherhood of Sleeping Car Porters), with a
Nations, Inuit, and Métis in those provinces?” focus on explaining key issues that led to
“Why were the powers of Indian agents those interactions and/or changes that
expanded in the 1930s? What was the impact resulted from them
of these changes? What do these powers reveal
CANADA, 1929–1945

about government attitudes and beliefs about Sample questions: “What were the goals of the
First Nations, Métis, and Inuit during this time?” eugenics movement? How effective was the
“Why did governments in Canada develop movement in pursuing these goals?” “What
‘Indian’ hospitals in the 1920s and 1930s? What were some of the intended and unintended
were the short- and long-term consequences consequences of the On-to-Ottawa Trek?”
of these institutions for Indigenous peoples in “Was the Métis Population Betterment Act
(1938) an example of continuity or change in
117
 the relationship between the Métis and the Department of National Defence; the Veterans’
Canadian government? What evidence supports Land Act, 1942; loss of Indian status for enlisted
your position?” “Why was there an increase in men and their families)
race-based tensions and violence during Sample questions: “What was the impact of the
this time period? What were some of the war on the Kettle and Stoney Point Nation in
consequences of these conflicts?” Ipperwash, Ontario?” “How was the treatment
of First Nations, Métis, and Inuit veterans after
C2.2 analyse how some key issues and/or
World War II similar to and/or different from
Grade 10, Academic

developments affected Canada’s relationships

their treatment after World War I?” “What were
with Great Britain and the United States during
some of the consequences for First Nations,
this period (e.g., with reference to trade, tariffs,
Métis, and Inuit of their participation in
and investments; the founding of the Commonwealth;
World War II?”
the Imperial Conferences; the Lend-Lease Agreement;
military involvement in World War II; Arctic C2.5 explain some ways in which World War II
sovereignty) affected non-Indigenous Canadians (e.g., with
Sample questions: “What changes to Canada’s reference to economic recovery, enlistment, censor-
relationship with Great Britain resulted from ship, rationing), including how the war changed
the Statute of Westminster?” “What impact the lives of various groups in this country (e.g.,
did American prohibition have on relations young men who fought and those who did not;
between Canada and the United States?” farmers; women in the workforce and at home;
“enemy aliens”; veterans, including men who
C2.3 explain the main causes of World War II were in the merchant navy)
(e.g., economic hardship in Germany produced by
Sample questions: “Who is the ‘Bren Gun Girl’?
the Treaty of Versailles and economic depression;
What does her image tell you about the role of
invasions by fascist Italy, Nazi Germany, and
some Canadian women during the war? In
imperial Japan; the inadequacy of the League
what ways was their role similar to or different
of Nations to address international crises), and
from the role of women in World War I?” “How
analyse Canada’s contribution to the war effort
did the lives of some Japanese Canadians change
(e.g., with reference to the Battle of the Atlantic,
as a result of the war?”
the Battle of Hong Kong, the Italian campaign,
D-Day, the liberation of the Netherlands, the
liberation of concentration camps, the British C3. Identity, Citizenship, and Heritage
Commonwealth Air Training Plan, Camp X; the
contribution of individuals such as Paul Triquet FOCUS ON: Historical Significance; Historical
and Charles Tompkins; the contributions of women Perspective
and of Indigenous soldiers)
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Sample questions: “What was the merchant

navy? What contribution did it make to the C3.1 describe contributions of various individuals,
Allied war effort?” “What was Camp X? Why groups, and/or organizations to Canadian
was it given that name?” “In what ways was society, politics, and/or culture during this
Canada’s contribution to World War II different period (e.g., R. B. Bennett, Norman Bethune,
from its contribution to World War I? In what Therèse Casgrain, Moses Coady, Lionel Conacher,
ways was it similar?” “What are some ways the Dionne quintuplets, Maurice Duplessis, Foster
in which Cree Code Talkers contributed to the Hewitt, Mackenzie King, Dorothy Livesay, Elsie
war effort?” MacGill, Francis Pegahmagabow, Tommy Prince,
Sinclair Ross, Kam Len Douglas Sam, Portia May
C2.4 explain some ways in which World War II White; the Antigonish movement, the CBC, the
affected First Nations, Métis, and Inuit individ- Edmonton Grads), and assess the significance
uals and communities in Canada (e.g., with of these contributions for the development of
reference to enlistment, military, and post-military identities, citizenship, and/or heritage in Canada
experiences; experiences on the home front; the
War Measures Act), including how the war Sample questions: “What criteria might you
changed their lives (e.g., with reference to use to assess the importance of the NFB to
Indigenous communities that supported the war Canadian heritage?” “Why is there controversy
effort and those that did not; women on the home around the contribution of Emily Carr to
front; appropriation of reserve lands by the identities in Canada?” “What impact did the
Hudson’s Bay Company have on First Nations,
Métis, and Inuit culture during this period?”

118
C3.2 analyse how Canada and people in Canada,
including First Nations, Métis, and/or Inuit
individuals and communities, responded or
were connected to some major international

Canadian History since World War I

events and/or developments that occurred
during this period (e.g., the Red Scare; the
Holodomor; the Spanish Civil War; the Nanking
Massacre; aggression by fascist Italy, Nazi
Germany, and/or imperial Japan; the Holocaust;
the Manhattan Project), and assess the significance
of the responses/connections, including their
significance for identities and heritage in Canada
Sample questions: “Why did the Canadian
government refuse to allow the SS St Louis entry
into Canada? How did Canadians view this
decision at the time? Why? How do Canadians
view it now?” “What is the connection between
Canada’s policies with respect to First Nations
people and the development of racial policies
in Nazi Germany?” “Why would Métis volunteer
in large numbers to fight for a country that
didn’t recognize them?”

C3.3 analyse the impact of the Holocaust on

Canadian society and on the attitudes of people
in Canada towards human rights (e.g., with CHC2D
reference to changes in Canadians’ responses
to minority groups; more open refugee policies,
including those affecting Holocaust survivors and
other displaced persons; Canada’s signing of the
United Nations Universal Declaration of Human
Rights; the evolution of laws against hate crimes)
Sample questions: “Do you think the Holocaust
affected Canadians’ views about Canada’s
treatment of First Nations, Métis, and Inuit?
Why, or why not?”

CANADA, 1929–1945

119
 D. CANADA, 1945–1982

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Academic

D1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments in Canada between 1945 and 1982, and assess their significance for
different individuals, groups, and/or communities in Canada, including First Nations, Métis,
and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)
D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions
between different communities in Canada, including First Nations, Métis, and Inuit communities,
as well as interactions between Canada and the international community, from 1945 to 1982, and
the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)
D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups,
including Indigenous peoples, Québécois, and immigrants, contributed to the development of
identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical
Significance; Cause and Consequence)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political D1.2 identify some major developments in science
Context and technology and applications of scientific/
technological knowledge during this period
FOCUS ON: Historical Significance; Continuity and (e.g., developments in aeronautics, including the
Change Avro Arrow; automatic postal sorters; goalie
masks; developments in contraception, nuclear
By the end of this course, students will: energy, plastics; medical developments such as
thalidomide and pacemakers; television; radio
D1.1 analyse historical statistics and other primary
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

communication in the Far North; developments

sources, including oral traditional knowledge,
in space technology such as satellites and the
to identify some key demographic trends and
Canadarm), and assess their significance for
developments in Canada during this period
different individuals, groups, and/or commun-
(e.g., with reference to the sources and numbers of
ities in Canada, including First Nations, Métis,
postwar immigrants and/or refugees, the arrival
and/or Inuit individuals and/or communities
of war brides, continued urbanization and the
growth of suburbs, changes in birth rates and life Sample questions: “What criteria might you
expectancy, patterns in interprovincial migration, use to determine the significance of the invention
the development of teen subcultures, the changing of safety paint?” “What was the purpose of
status of established ethnocultural groups, the thalidomide? What was its unintended effect?”
growth of settlement in the High Arctic), and “What types of societal changes arose from
assess the consequences of these trends and developments in television and other communi-
developments for people in Canada, including cations technologies during this time period?”
First Nations, Métis, and Inuit communities “What new technological developments led to
the creation of the DEW Line? Was the creation
Sample questions: “What types of sources
of the DEW Line a turning point for Inuit in
might you consult to analyse the extent of
Canada? Why or why not?” “What impact did
suburban development during this period?”
innovations in snowmobiles have on different
“What were the short-term effects of the baby
groups during this period?” “What impact did
boom? In what ways is the baby boom still
insecticide use have on different groups during
affecting Canada and Canadians today?” “What
this period?” “What was the impact of satellite
factors affected the reliability and validity of
communication on peoples in northern Canada?”
statistics on First Nations, Métis, and Inuit
populations at this time?”

120
D1.3 describe some key trends and developments establishment of the Massey Commission or the
in the Canadian economy during this period Royal Commission on the Status of Women; the
(e.g., the Rand decision and the growth of unions; founding of the New Democratic Party; revisions
the rise of consumerism and the popularization of to the Immigration Act; the decision to invoke the

Canadian History since World War I

credit cards; the continuing expansion of branch War Measures Act in 1970; the Canadian Charter
plants, particularly of American corporations, in of Rights and Freedoms; the establishment of
Canada and the formation of the Foreign Investment Environment Canada), and assess their significance
Review Agency; the Hudson’s Bay Company’s for different non-Indigenous groups in Canada
becoming the primary supplier of Inuit art; the Sample questions: “What, if anything, changed
development of mining in northern Canada; the in Newfoundland after it became a province
energy crises of the 1970s; stagflation; recession), of Canada?” “What factors contributed to the
and explain their impact on different individ- decision to adopt a new flag for Canada? What
uals, groups, and/or communities in Canada, was the significance of adopting a new flag?
including First Nations, Métis, and Inuit What was the significance of its design?”
individuals and communities
Sample questions: “In what ways did the Auto D1.6 analyse the impact on the lives of Canadians
Pact change the Canadian auto industry?” of key social welfare programs that were created
“What were some instances of labour unrest in or expanded during this period (e.g., unemploy-
this period? Why might unions in this period ment insurance, family allowance, medicare, the
have been more successful in pursuing their Canada and Quebec Pension Plans, old age security,
goals than they had been earlier in the century?” social assistance)
“Why were some communities in northern
Ontario dependent on the mining industry
during this period? What was the impact of D2. Communities, Conflict, and
such dependence?” “What impact did the Cooperation
development of the James Bay Project have on FOCUS ON: Continuity and Change; Historical CHC2D
the lives of First Nations and Inuit individuals
Perspective
and communities?” “How did the opening of
mines during the Rankin Inlet boom in 1953 By the end of this course, students will:
affect Inuit individuals and/or communities?”
D2.1 describe some significant instances of social
D1.4 describe some key political developments conflict and/or inequality in Canada during
and/or government policies that affected this period, with reference to various groups
Indigenous peoples in Canada during this and communities, including First Nations, Métis,
period (e.g., the continuing use of numbered and Inuit communities (e.g., the Asbestos Strike
identification tags for Inuit; Inuit and status in Quebec; the Richard Riot; racial segregation; the
Indians gain the right to vote; the 1969 White Paper; Sixties Scoop; the October Crisis and the imposition
the inclusion of Métis and Inuit as “Aboriginal of the War Measures Act; protests against the war
people” in section 35 of the Constitution Act, 1982), in Vietnam or the James Bay Project; conflict over
and assess their significance for First Nations, the National Energy Program, Aboriginal title and
Métis, and Inuit individuals and communities land rights, or the patriation of the constitution;
Sample questions: “How was the Indian Act the Coppermine Tent Hostel), and analyse them
amended in 1951? Do you think these amend- from multiple perspectives
ments were an example of progress for First Sample questions: “What were the positions
Nations peoples? Why or why not?” “How did of Africville residents, municipal politicians in
Inuit sled dog killings by the RCMP during this Halifax, and other groups on the expropriation
period affect Inuit culture and ways of life? of Africville? How might you explain differences
What do the slayings reveal about the Canadian in these points of view?” “What was the Sixties
government’s attitude towards Inuit?” “Did the Scoop? What was the goal of this policy? How
1972 federal policy paper ‘Indian Control of did Indigenous people view this policy? How
Indian Education’ improve education for First were Indigenous people affected by this policy?
Nations, Métis, and Inuit children? Why, or Do you think this policy was a continuation
why not?” of earlier government policies targeting First
CANADA, 1945–1982

Nations, Metis, and/or Inuit children? Why or

D1.5 describe some key political developments why not?” “What do you think were the most
and/or government policies in Canada during fundamental points of disagreement between
this period (e.g., government responses to the federalists and Quebec nationalists in this period?
Red Scare/Cold War; Newfoundland’s joining Why?”
Confederation; social welfare legislation; the

121
 D2.2 describe some significant social movements D2.4 describe some key developments related
and other examples of social and/or political to Canada’s participation in the international
cooperation among various individuals, groups, community during this period, with a particular
and/or communities in Canada, including First focus on the context of the Cold War (e.g., with
Nations, Métis, and Inuit individuals and/or reference to the Korean War; the Gouzenko affair;
communities, during this period (e.g., the civil the establishment of the North American Air
rights movement; the second-wave women’s Defense Command [NORAD] or the North
movement; cultural nationalist and countercultural Atlantic Treaty Organization [NATO]; the
Grade 10, Academic

movements; environmental movements; Indigenous Suez Crisis; the Non-proliferation of Nuclear

activism; labour unions; centennial year celebrations, Weapons Treaty; peacekeeping; membership in
including Expo ’67; multicultural policies and La Francophonie; the creation of the Canadian
organizations), and analyse them from multiple International Development Agency [CIDA];
perspectives Canada’s response to famine in Biafra or the
Sample questions: “What do you think was a genocide in East Timor), and assess whether these
major turning point for First Nations’ activism developments marked a change in Canada’s
during this period? Why?” “Why were many approach to or role in international relations
women’s groups dissatisfied with the initial Sample questions: “Do you think Canada’s
wording of the Charter of Rights and Freedoms? involvement in the Korean War is an example
What action did they take in response?” “Whose of continuity or change in Canadian military
voices were most pronounced in the women’s history?” “Do you think Prime Minister Pierre
movement during this period? Whose were Trudeau’s visit to China in 1973 marked a
missing?” “What were some ways in which change in international relations? Why or
First Nations people demonstrated their why not?”
resistance to the 1969 White Paper?”
D2.5 describe some key developments in Canada’s
D2.3 analyse key aspects of life for women in relationship with the United States during this
Canada, including First Nations, Métis, and period (e.g., with reference to NORAD, the DEW
Inuit women, with a focus on what changed Line, the St. Lawrence Seaway, the development
during this period and what remained the same of the Avro Arrow program and its subsequent
(e.g., with reference to the participation of women cancellation, the Auto Pact, the Cuban Missile
in the labour force; challenges to the ways in Crisis, the Vietnam War and the International
which women’s unpaid work was valued; changes Commission of Control and Supervision, environ-
in the family and family structures, including mental concerns such as acid rain), and explain
birth and divorce rates; political participation and how they challenged or reinforced the nature
representation; the impact of Bill C-150 (1968–69); of that relationship
challenges facing Indigenous and other racialized
Sample questions: “What impact did the Cold
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

women; the domestic worker scheme and immigra-

War have on the relationship between Canada
tion of women to Canada)
and the United States?” “What role did the
Sample questions: “What types of challenges United States play in the Canadian economy
did women in the labour force face in this during these years? In what ways was it similar
period? Were those challenges the same for to and/or different from the role it had played
all women? In what ways were the challenges in earlier years?” “What was the purpose of
similar to those facing earlier generations of the DEW Line? How did the construction and
women? In what ways were they different? maintenance of the DEW Line stations affect
How might you explain the differences, with relations between Canada and the United States?
reference to historical context?” “What was the Were Inuit communities consulted before
Murdoch case? Why was it a catalyst for change these stations were established? What did the
in the way women’s work was perceived?” establishment of these stations reveal about
“Why was the Supreme Court of Canada’s governments’ attitudes towards Inuit in the
ruling against Jeannette Corbiere Lavell in region?” “Why did Ottawa implement the
1973 significant for the rights of First Nations Arctic Waters Pollution Prevention Act in 1970?
women and children in Canada?” “What was Do you think the act marked a change in the
the significance for First Nations, Métis, and relationship between Canada and the United
Inuit women of the Royal Commission on the States? What was the federal government’s
Status of Women?” perspective on the act? What was the perspective
of Inuit? Of Americans?”

122
 D3. Identity, Citizenship, and Heritage message of the Indigenous Group of Seven?
What contribution did this group of artists
FOCUS ON: Historical Significance; Cause and make to culture in Canada?” “Why was Norval
Consequence Morrisseau’s mural at Expo ’67 considered

Canadian History since World War I

so controversial?” “In what ways has Buffy
By the end of this course, students will: Sainte-Marie’s First Nations background
informed her pacifism?”
D3.1 describe contributions of various individuals,
groups, and/or organizations to Canadian
D3.3 analyse key causes of some significant events,
society and politics during this period (e.g.,
developments, and/or issues that affected
Doris Anderson, Rosemary Brown, Frank Arthur
First Nations, Métis, and Inuit communities
Calder, Harold Cardinal, Matthew Coon Come,
in Canada during this period (e.g., the forced
Tommy Douglas, Terry Fox, Peter Ittinuar, René
relocation of a number of First Nations, Métis, and
Lévesque, George Manuel, Madeleine Parent,
Inuit communities; the continuing operation of
Lester B. Pearson, Joey Smallwood, Pierre Trudeau,
residential schools; the formation of the National
Jean Vanier; Greenpeace, the National Action
Indian Brotherhood/Assembly of First Nations; the
Committee on the Status of Women, the National
Berger Commission; the Calder case; the recognition
Indian Brotherhood, the Nova Scotia Association
in the constitution of existing Aboriginal and
for the Advancement of Coloured People), and
treaty rights; the James Bay Project and the
explain the significance of these contributions
resulting protests; the efforts of Mary Two-Axe Early
for the development of identities, citizenship,
and others to secure equality for First Nations
and/or heritage in Canada
women; the creation of the Inuit Circumpolar
Sample questions: “What was the significance Council; the inquest into the death of Chanie
for people with disabilities of the formation of (“Charlie”) Wenjack), and assess the impact of
L’Arche? What was its significance for heritage these events, developments, and/or issues on
and identities in Canada?” “Why does Viola identities, citizenship, and/or heritage in Canada
CHC2D
Desmond appear on a Canadian postage
Sample questions: “What was the significance
stamp? What criteria do you think were used in
for Canadian citizenship of the enfranchisement
her selection?” “What impact did the Union of
of ‘status Indians’ in 1960?” “What were some
Ontario Indians have on Indigenous individuals,
factors leading to the 1969 White Paper? What
communities, and organizations during this
was the purpose of this policy document? How
period?” “What was the significance of the
did Indigenous groups respond to it? What
creation of the Inuit Tapirisat (now Inuit Tapiriit
does that response reveal about the identity
Kanatami) in 1971? What contributions did this
of First Nations in Canada?” “What were the
organization make during this period?”
causes of the creation of the National Indian
Brotherhood? What contributions did this
D3.2 explain ways in which various individuals,
organization make to Canada?” “Why might
events, groups, and/or organizations contributed
‘the Mohawks who built Manhattan’ occupy
to the arts and popular culture in Canada during
a meaningful place in the narrative of the
this period (e.g., Kenojuak Ashevak, Alex Colville,
Mohawk nation?” “How did the James Bay
Chief Dan George, Joy Kogawa, Margaret Laurence,
Project affect the relationship between the Cree
Gordon Lightfoot, Marshall McLuhan, Norval
and Inuit and the Quebec government?” “Was
Morrisseau, Daphne Odjig, Oscar Peterson, Bill
the inclusion of Métis and Inuit in section 35 of
Reid, Maurice Richard, Gabrielle Roy, Mordecai
the Constitution Act, 1982, a turning point with
Richler, Buffy Sainte-Marie, Gilles Vigneault; the
respect to Métis and Inuit rights and identity?
Canada Council, the CBC, the Canadian Radio-
Why or why not?”
Television Commission, Cape Dorset artists, the
Guess Who, the Stratford and/or Shaw Festivals,
D3.4 describe the main causes and consequences
Expo ’67, the 1970 Arctic Winter Games, the 1972
of the Quiet Revolution and of some other key
Hockey Summit Series), and assess the significance
events that occurred in or affected Quebec
of these contributions for the development of
between 1945 and 1982 (e.g., with reference to
identities and/or heritage in Canada
the leadership of Maurice Duplessis, Jean Lesage,
Sample questions: “What were the causes and and René Lévesque; the Royal Commission on
consequences of the Massey Commission? How
CANADA, 1945–1982

Bilingualism and Biculturalism; “Maître Chez

significant was the commission’s contribution Nous”; the October Crisis; the formation of the
to Canada’s cultural heritage?” “What was the

123
 Parti Québécois; Bill 101; the patriation of the
constitution; the 1980 referendum), and explain
the significance of these events for the
development of identities in Canada
Sample questions: “What were the intended
and unintended consequences of Charles de
Gaulle’s ‘Vive le Québec Libre’ speech in
Montreal in 1967? What was the significance of
Grade 10, Academic

the speech for French Canadians? For English

Canadians? For Ottawa?” “What factors con-
tributed to the failure of the 1980 referendum
on Quebec sovereignty? How did First Nations
individuals and communities in Quebec tend
to view the referendum? What do these views
suggest about the identity of First Nations
peoples in Quebec? How did First Nations
individuals and communities in the rest of
Canada view the referendum?”

D3.5 describe some key developments in

immigration and in refugee and immigration
policy in Canada during this period, and
explain their significance for heritage and
identities in Canada (e.g., with reference to the
points system; origins and numbers of immigrants
and refugees, including displaced persons after
World War II; the domestic workers scheme; the
growth of ethnic neighbourhoods in Canada’s
largest cities; the development of various cultural
festivals)
Sample question: “How important was the role
of postwar immigration policy in the develop-
ment of Canada as a multicultural society?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

124
E. CANADA, 1982 TO THE PRESENT

Canadian History since World War I

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments in Canada from 1982 to the present, and assess their significance for
different groups and communities in Canada, including First Nations, Métis, and Inuit communities
(FOCUS ON: Historical Significance; Continuity and Change)
E2. Communities, Conflict, and Cooperation: analyse some significant interactions within and
between various communities in Canada, including First Nations, Métis, and Inuit communities,
and between Canada and the international community, from 1982 to the present, and how key
issues and developments have affected these interactions (FOCUS ON: Continuity and Change;
Historical Perspective)
E3. Identity, Citizenship, and Heritage: analyse how various significant individuals, groups,
organizations, and events, both national and international, have contributed to the development
of identities, citizenship, and heritage in Canada from 1982 to the present (FOCUS ON: Historical
Significance; Cause and Consequence)

CHC2D

SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political portrayals of Indigenous individuals and
Context communities during this period had on
Canadians’ understanding of First Nations,
FOCUS ON: Historical Significance; Continuity and Métis, and/or Inuit culture?” “Why have a
Change number of environmental groups developed
in Canada since the 1980s? How significant
By the end of this course, students will: do you think they have been?” “In what ways
did the opening ceremonies for the 2002 Arctic
E1.1 describe various social and cultural trends
Winter Games reflect an Inuit historical per-
and developments in Canada since 1982 (e.g.,
spective? How does that event compare to the
demographic changes, including changes in the
opening ceremonies for the 2010 Vancouver
family and in immigration; the development of
Winter Olympics?”
Hollywood North; the rates of incarceration and
suicide in First Nations communities; the growth
E1.2 identify some major developments in
of urban Inuit populations in Canada’s South; the
science and technology since 1982 (e.g., personal
cultural appropriation of First Nations, Métis, and
computers, the Internet, cellphones and “smartphone”
Inuit art, clothing, and ceremonies; developments
technology, digital music, electric and hybrid cars,
related to multiculturalism and pluriculturalism;
fossil fuel extraction technologies, cloning, stem cell
the growth of social and cultural advocacy groups),
research, genetically modified foods, developments
and assess their significance for people in
in alternative energy), and assess their significance
Canada, including First Nations, Métis, and
CANADA, 1982 TO THE PRESENT

for people in Canada, including First Nations,

Inuit communities
Métis, and/or Inuit communities
Sample questions: “What was the significance
Sample questions: “What were computers used
of the deinstitutionalization of people with
for in the early 1980s? What are they used for
disabilities in Canada during this period? In
now? How important have these changes been?”
what ways was it a change from the treatment
“What impact have social media had on the
of disabled people in the past? Do you think
ways in which Canadians communicate? What
that the practice of deinstitutionalization
impact might they have on how students learn?”
was related to larger social trends during
“What impact have recycling technologies had
this period?” “What impact have Hollywood
on consumer habits and attitudes?” “What

125
 impact has the evolution of digital music had Sample questions: “What changes have been
on First Nations, Métis, and Inuit music?” made to the Indian Act since 1982? What aspects
“How has the Internet affected communities of the act have stayed the same?” “What
in the Arctic?” aresome ways in which political developments
and government policies that have affected
E1.3 describe some key trends and/or develop- First Nations, Metis, and Inuit in Canada since
ments in the Canadian economy since 1982, 1982 continue to reflect colonial attitudes and
including those affecting First Nations, Métis, perspectives?” “Why have Canadian courts
Grade 10, Academic

and Inuit communities (e.g., the decline of the of law begun, since the 1990s, to accept oral
manufacturing sector, the Canada-U.S. Free Trade testimony on historical matters from Indigenous
Agreement [FTA] and the North American Free peoples? Why is this change significant?” “How
Trade Agreement [NAFTA], the decline of East would you assess the success of the Truth and
Coast fish stocks, recessions, the bursting of the Reconciliation Commission compared to the
tech bubble, consumerism, online shopping, Royal Commission on Aboriginal Peoples?”
economic growth in western and northern Canada, “How do unresolved issues arising from past
fluctuations in interest rates, the European Union systemic oppression and historical policies
ban on sealskin products), and compare them to continued to affect First Nations, Métis, and Inuit
earlier trends/developments individuals and communities today?” “Do you
Sample questions: “What impact have trade think that Prime Minister Justin Trudeau’s visit
agreements had on the economies of different to Shoal Lake reserve represented a change in
regions of Canada during this period? What government policy with respect to the right of
has changed in these economies? What has First Nations, Métis, and Inuit to clean drinking
remained the same?” “What were some similar- water? Why or why not?”
ities and differences between the tech bubble
E1.5 describe some key political developments
of the 1990s and economic developments during
and/or government policies in Canada since
the 1920s?” “How were the role and goals of
1982 (e.g., the Goods and Services Tax and the
unions at the end of the twentieth century
Harmonized Sales Tax, pay equity legislation,
similar to or different from their role/goals
Operation Support following 9/11, the Kyoto Accord,
earlier in the century?” “What role have new
the decision to send troops to Afghanistan, new
mining developments played in the economy of
political parties such as the Reform Party and the
the Canadian Arctic? How does the development
Green Party, the Ontario government’s recognition
of diamond mining in the Arctic compare to
of the Franco-Ontarian flag and its creation of
earlier mining projects in the region? What is
French-language school boards, the long gun
the Inuit perspective on such developments?
registry, the Civil Marriage Act of 2005, policies
How does the Inuit world view differ from that
related to Arctic sovereignty), and assess their
of the diamond corporation De Beers?” “What
significance for different non-Indigenous
changes have occurred in northern Canada as
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

groups in Canada
a result of economic growth in First Nations,
Métis, and Inuit communities?” “What role has Sample questions: “In what ways did the
ecotourism played in various First Nations Reform Party contribute to change in Canadian
communities? What has been the impact of politics?” “How have the environmental policies
such initiatives on these communities?” of the federal government changed during
this period? How might you account for the
E1.4 describe some key political developments changes?”
and/or government policies that have affected
Indigenous peoples in Canada since 1982 (e.g.
the creation of Nunavut; Bill C-31 amending the E2. Communities, Conflict, and
Indian Act; the Royal Commission on Aboriginal Cooperation
Peoples; the Truth and Reconciliation Commission’s
FOCUS ON: Continuity and Change; Historical
calls to action; the 2016 Canadian Human Rights
Tribunal decision regarding inequalities in funding Perspective
for child welfare for First Nations children; the
By the end of this course, students will:
National Inquiry into Missing and Murdered
Indigenous Women and Girls; the United Nations E2.1 describe some significant ways in which
Declaration on the Rights of Indigenous People), Canadians have cooperated and/or come into
and assess their significance for First Nations, conflict with each other since 1982 (e.g., conflict
Métis, and Inuit individuals and communities over the 1992 cod moratorium; political protests
such as those against the G20 meetings in Toronto
or the rise in university tuition in Quebec; strikes;

126
 racism and hate crimes; continuing legal conflict Ipperwash, and/or Caledonia; land claims by the
and/or political protests over Aboriginal title and Lubicon Lake Nation; Delgamuukw v. British
land rights; the Idle No More movement; the Columbia, 1997; the Nisga’a Final Agreement,
National Inquiry into Missing and Murdered 1988; the creation of Nunavut; R v. Powley, 2003;

Canadian History since World War I

Indigenous Women and Girls; continuing tension the McIvor decisions; the Truth and Reconciliation
between Quebec and the federal government; Commission; the Idle No More movement; Justice
cooperation in response to natural disasters such Phelan’s 2013 ruling on the Constitution Act, 1867;
as the 1998 ice storm or the Saguenay and/or Red the Coolican Report, 1986; the Qikiqtani Truth
River floods; cooperation among members of social Commission; the Daniels decision, 2016; living
reform movements), and analyse these interactions conditions and education on First Nations reserves;
from various perspectives preservation of Indigenous languages; the numbers
of Indigenous children in care; Jordan’s Principle;
Sample questions: “What were the perspectives
Métis Nation of Ontario Secretariat Act, 2015;
of various participants in the APEC summit in
control over Arctic waters), and analyse them
Vancouver and the conflicts that accompanied
from various perspectives
it?” “Whose perspectives were reflected in
debates concerning hate crimes and free speech Sample questions: “What were the underlying
during this period?” “Do you think that the issues in the Oka crisis? How did the positions
establishment of the National Inquiry into of the various parties on these issues lead to
Missing and Murdered Indigenous Women and the conflict?” “How has the Supreme Court of
Girls reflected a change in government attitudes Canada interpreted the protection of Aboriginal
towards First Nations, Métis, and Inuit issues? rights in the Constitution Act, 1982?” “How
Why, or why not?” “What is the ‘duty to consult was Prime Minister Stephen Harper’s apology
and accommodate’, as stipulated in treaties and for residential schools viewed by Indigenous
affirmed by the Supreme Court of Canada? How people? By various non-Indigenous Canadians?”
has this duty affected relationships between “What is the significance of the 2013 ruling
First Nations, Métis, and Inuit communities, by Justice Michael Phelan for the relationship CHC2D
the government, and the private sector?” between the federal government and both
the Métis and non-status Indians in Canada?”
E2.2 analyse aspects of regionalism in Canada “What did the Truth and Reconciliation
since 1982, including new and ongoing challenges Commission set out to do? Whose testimony
in the relationship between Ottawa and various did the commission collect? Do you think
regions (e.g., with reference to have and have-not the commission’s calls to action are a turning
provinces, economic development, revenues from point in the relationship between the federal/
natural resources, development of the Alberta oil provincial governments and First Nations,
sands, the cod moratorium, regional political parties, Métis, and Inuit individuals and nations? Why,
regional cultures, the birth of Nunatsiavut in 2005 or why not?” “What do issues related to living
and/or Nunavik in 2008) conditions on some First Nations reserves
Sample questions: “When you examine issues since the 1980s reveal about continuity in
that have affected the relationship between the government’s treatment of and attitudes
Ottawa and the regions of Canada, why is towards Indigenous peoples?” “What was the
it important to consider the perspectives of significance of the government of Ontario’s
both the federal government and the region non-recognition of Métis in the province? What
or regions involved? What sources enable you was the perspective of the government on this
to do so?” “What are some of the enduring issue? What was the perspective of the Métis?
regional cultures of Canada?” “How has the What impact did the Supreme Court’s decision
participation of First Nations in the development in the Powley case (2003) have on this issue?
of resources within their home territories and/or How did that decision affect the status of Métis
communities changed over time? Does the in Ontario and the rest of Canada?”
current nature of their involvement represent
E2.4 describe some key developments and issues
a change in or a continuation of their historical
CANADA, 1982 TO THE PRESENT

that have affected the relationship between

role in resource development?”
Quebec and the federal government since 1982
E2.3 identify some key developments and issues (e.g., the Meech Lake and/or Charlottetown
that have affected the relationship between Accords; the creation of the Bloc Québécois;
the federal/provincial governments and First sovereignty association; relations between
Nations, Métis, and Inuit individuals and Canadian prime ministers and Quebec premiers;
communities since 1982 (e.g., Bill C-31, 1985; the 1995 referendum), and analyse them from
the Meech Lake Accord; disputes over land at Oka, various perspectives

127
 Sample questions: “What was the purpose of Jack Layton?” “What actions has Charlie Angus
the Clarity Act? How was it viewed by taken to bring awareness to issues around
the Quebec government?” “What were the on-reserve education for First Nations children?
perspectives of First Nations and Inuit on What actions have First Nations community
Quebec sovereignty? What was the perspective members and leaders taken to bring awareness
of Quebec sovereigntists? Of federalists in to this issue?” “How have First Nations, Métis,
Quebec and the rest of Canada?” and Inuit political organizations contributed to
identities in Canada since the 1980s?”
Grade 10, Academic

E2.5 describe some ways in which Canada and

Canadians have participated in the international E3.2 explain ways in which various individuals,
community since 1982, with a focus on Canada’s groups, organizations, and/or events have
response to international conflict (e.g., with contributed to the arts and popular culture in
reference to South African apartheid; the Gulf Canada since 1982 (e.g., Susan Aglukark, Denys
War; events in Bosnia, Somalia, Rwanda, Syria; Arcand, Margaret Atwood, Donovan Bailey, Adam
the War on Terror) and Canadians’ cooperation in Beach, Edward Burtynsky, Austin Clarke, Leonard
humanitarian work (e.g., the International Court Cohen, Sidney Crosby, Celine Dion, Paul Demers,
of Justice the Canadian International Development Drake, Atom Egoyan, Michael J. Fox, Tomson
Agency; responses to natural disasters such as Highway, Lawrence Hill, Clara Hughes, Jarome
the Indian Ocean tsunami in 2004, earthquakes Iginla, Wab Kinew, Zacharias Kunuk, Deepa
in Haiti or Japan, famine in Ethiopia; the role of Mehta, Michael Ondaatje, Amanda Rheaume,
Canadian non-governmental organizations), and Robbie Robertson, Crystal Shawanda, Jordin
explain some key factors that have affected Tootoo, Shania Twain, Neil Young; A Tribe Called
this participation Red, Afro Connexion, Arcade Fire, Cirque de Soleil,
Digging Roots, the Tragically Hip; the Calgary
Sample questions: “How and why has Canada’s
or Vancouver Olympics, Caribana [Caribbean
spending on official development assistance
Carnival]), and assess the significance of these
fluctuated since 1982?” “Was the decision to
contributions for the development of identities,
send troops to Afghanistan in keeping with
citizenship, and/or heritage in Canada
Canada’s traditional role in world affairs?”
Sample questions: “Do you think that the
political satire of people such as Rick Mercer
E3. Identity, Citizenship, and Heritage has had an influence on civic action or youth
FOCUS ON: Historical Significance; Cause and engagement? Why or why not?” “For whom
is the work of Michel Tremblay significant?
Consequence
Why?” “What images of First Nations, Métis,
By the end of this course, students will: and Inuit were on display during the opening
ceremonies for the 2010 Vancouver Olympics?
What was the significance of these images?
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

E3.1 describe contributions of various individuals,

groups, and/or organizations to Canadian society What did they reveal about how Indigenous
and politics since 1982 (e.g., Lincoln Alexander, cultures tend to be represented in the popular
Louise Arbour, Shawn Atleo, Maude Barlow, Tony culture of non-Indigenous Canadians?” “What
Belcourt, Cindy Blackstock, Lucien Bouchard, do the lyrics of Amanda Rheaume’s song ‘We
Clémont Chartier, Jean Chrétien, Nellie Cournoyea, Aspire’ tell you about the values and aspirations
Romeo Dallaire, Phil Fontaine, Stephen Harper, of Métis people?” “Who was Grey Owl? Do
Michaëlle Jean, Shannen Koostachin, Gary Lipinski, you think he should have been honoured with
Audrey McLaughlin, Josephine Mandamin, a commemorative plaque from the province
Preston Manning, Steve Powley, Judy Rebick, of Ontario after his death in 1984? Why or
Jeanne Sauvé, Murray Sinclair, David Suzuki, why not?”
Jean Teillet, Justin Trudeau, Sheila Watt-Cloutier;
the Bloc Québécois, the Green Party, Inuit Tapiriit E3.3 assess the significance of public acknow-
Kanatami, Métis Nation of Ontario, the Reform ledgements and/or commemoration in Canada
Party), and explain the significance of these of past human tragedies and human rights
contributions for the development of identities, violations, both domestic and international
citizenship, and/or heritage in Canada (e.g., the Holocaust; the Holodomor; the Armenian,
Rwandan, and Srebrenican genocides; the Chinese
Sample questions: “What have been the short head tax; the Komagata Maru incident; Ukrainian-
and long-term consequences of Elijah Harper’s and Japanese-Canadian internment; residential
rejection of the Meech Lake Accord?” “What schools; the arrest of Viola Desmond; the demolition
criteria might you use to assess the political of Africville; forced relocation of Inuit families;
legacy of Brian Mulroney? Would you use the suicide rates among Indigenous youth)
same criteria to assess the political legacy of

128
 Sample questions: “Do you think that apologies
for past human rights abuses provide adequate
redress for past wrongs? Why, or why not?”
“What social, economic, and/or political factors

Canadian History since World War I

might contribute to a decision to commemorate,
or to issue an apology for, a violation of human
rights?” “What events led to Stephen Harper’s
statement of apology to former students of
Indian Residential Schools in 2008? Did this
apology lead to changes in attitudes towards
and/or in policies directed at First Nations,
Métis, and/or Inuit individuals and communities
in Canada? Why or why not?” “What is the
significance of the 2016 ruling of the Canadian
Human Rights Tribunal with respect to inequal-
ities in the funding for child welfare services for
First Nations children?” “What were the causes
of the 2016 inquest into the deaths of First
Nations students in Thunder Bay? What was
the significance of this inquest?”

E3.4 describe some key developments that have

affected Canada’s relationship with the United
States since 1982 (e.g., the Canada-U.S. FTA
and/or NAFTA; softwood lumber disputes; policies
to protect Canadian culture; the International Joint
CHC2D
Commission; Canada’s response to 9/11; Canada’s
refusal to participate in the Second Gulf War;
Canada’s participation in the mission in
Afghanistan; issues related to border control;
the Omar Khadr case; Arctic sovereignty), and
explain the impact of Canadian-American
relations on Canadian identities and heritage
Sample questions: “What impact did Canada’s
responses to the Second Gulf War and the
military mission in Afghanistan have on our
relationship with the United States?” “What
role do you think our relationship with the
United States plays in Canadians’ view of
themselves?”

CANADA, 1982 TO THE PRESENT

129
Canadian History since
World War I, Grade 10
Applied CHC2P
This course focuses on the social context of historical developments and events and how
they have affected the lives of people in Canada, including First Nations, Métis, and Inuit
individuals and communities, since 1914. Students will explore interactions between various
communities in Canada as well as contributions of individuals and groups to heritage
and identities in Canada. Students will develop an understanding of some key political
developments and government policies that have had an impact on First Nations, Métis,
and Inuit individuals and communities. They will develop their ability to apply the concepts
of historical thinking and the historical inquiry process, including the interpretation and
analysis of evidence, when investigating the continuing relevance of historical developments
and how they have helped shape communities in present-day Canada.

Prerequisite: None

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in
strand A are to be interwoven with instruction and learning related to expectations from
the other four strands. Strand A must not be seen as independent of the other strands.
Student achievement of the expectations in strand A is to be assessed and evaluated
throughout the course.

Strand A
A: Historical Inquiry and Skill Development

Overall Expectations

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of Canadian history since 1914

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
historical investigation, and identify some careers in which these skills might be useful
(continued)

131
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Grade 10, Applied

Historical Thinking

Strand B: Canada 1914–1929

B1. Social, Economic, and Political Context: describe National and international Why might different
some key social, economic, and political events, trends, events and developments individuals and/or
and developments in Canada between 1914 and 1929, during this period communities in Canada
and assess how they affected the lives of people in affected the lives of view the same event or
Canada, including First Nations, Métis, and Inuit people in Canada in development in different
individuals and communities (FOCUS ON: Historical different ways. ways?
Significance; Historical Perspective)
What were the
B2. Communities, Conflict, and Cooperation: describe Canadians faced major consequences of
some key interactions between different communities conflict at home and World War I for Canada
in Canada, including First Nations, Métis, and Inuit abroad during this period. and people in Canada?
communities, and between Canada and the
international community, from 1914 to 1929, and What people and events
explain their effects (FOCUS ON: Cause and contributed to the
Consequence) evolution of identities
and citizenship in Canada
B3. Identity, Citizenship, and Heritage: describe how Many individuals, groups, during this period?
some individuals, organizations, and domestic and communities, and events
international events contributed to the development helped to shape the
of identities, citizenship, and/or heritage in Canada development of Canada
between 1914 and 1929 (FOCUS ON: Continuity and during this period.
Change; Historical Perspective)

Strand C: Canada 1929–1945

C1. Social, Economic, and Political Context: describe The Great Depression and What were the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

some key social, economic, and political events, trends, World War II had a major consequences of Canada’s
and developments in Canada between 1929 and 1945, impact on the lives of involvement in World War II
and explain how they affected the lives of people in people in Canada. for Canada as a whole and
Canada, including First Nations, Métis, and Inuit for different individuals,
individuals and communities (FOCUS ON: Cause and groups, and communities
Consequence) in Canada?

C2. Communities, Conflict, and Cooperation: describe This period was marked How did the lives of people
some significant interactions between different by increasing tensions in Canada change during
communities in Canada, including First Nations, Métis, between different groups this period? Did people
and Inuit communities, and between Canada and and communities within in all regions of Canada
the international community, from 1929 to 1945, Canada and between experience the same
and explain what changes, if any, resulted from them Canada and other degree of change?
(FOCUS ON: Cause and Consequence; Continuity and countries.
Change) How did colonialism
continue to have an impact
C3. Identity, Citizenship, and Heritage: describe how Various individuals on Indigenous individuals
some individuals, organizations, symbols, and events, and events had a major and communities in Canada
including some major international events, contributed impact on the continuing during this period?
to the development of identities, citizenship, and/or development of Canada
heritage in Canada between 1929 and 1945 (FOCUS ON: during this period. Whose voices dominated
Historical Significance; Historical Perspective) in Canada at this time?
Why did all voices not
carry the same weight?
(continued)
132
 Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

Canadian History since World War I

Strand D: Canada 1945–1982

D1. Social, Economic, and Political Context: describe This was a period of major In what ways did social
some key social, economic, and political trends, events, change in the lives of welfare programs help
and developments in Canada between 1945 and 1982, people in Canada. people in Canada? Did
and explain how they affected the lives of people in they help all people
Canada, including First Nations, Métis, and Inuit individuals equally?
and communities (FOCUS ON: Continuity and Change)
Why did some people in
D2. Communities, Conflict, and Cooperation: describe Although this period Canada view the rise in
some key developments that affected interactions was marked by conflict, immigration during this
between different communities in Canada, including both nationally and period as a threat?
First Nations, Métis, and Inuit communities, and between internationally, Canada
Canada and the international community, from 1945 to also participated in In what ways did
1982, and assess their significance (FOCUS ON: Historical cooperative ways in the colonialist government
Significance; Historical Perspective) international community. policies continue to
have an impact on First
D3. Identity, Citizenship, and Heritage: describe how During this period, Nations, Métis, and/or
some individuals, organizations, and social and political Canada evolved into a Inuit individuals and
developments and/or events contributed to the multicultural country with communities during
development of identities, citizenship, and/or heritage a developing welfare state. this time?
in Canada between 1945 and 1982 (FOCUS ON:
Historical Significance; Cause and Consequence) Which individual or
event made the most CHC2P
significant contribution
to the development of
identities in Canada
during this period?

Strand E: Canada 1982 to the Present

E1. Social, Economic, and Political Context: describe National and international What were the biggest
some key social, economic, and political events, trends, events and developments changes in the lives of
and developments in Canada from 1982 to the present, since 1982 have affected people in Canada in the
and assess their impact on the lives of different people the lives of all people in recent past? What factors
in Canada, including First Nations, Métis, and Inuit Canada, but not in the led to those changes?
individuals and communities (FOCUS ON: Historical same ways.
Where do you see yourself
Significance; Historical Perspective)
in the Canadian narrative?
E2. Communities, Conflict, and Cooperation: describe Interrelationships
some significant issues and/or developments that have between different In what ways have
affected interactions between different communities groups and communities different individuals
in Canada, including First Nations, Métis, and Inuit in Canada have changed and events contributed
communities, and between Canada and the United over time. to the development of
States, from 1982 to the present, and explain some identities in Canada?
changes that have resulted from these issues/ What actions have some
developments (FOCUS ON: Continuity and Change) individuals and
E3. Identity, Citizenship, and Heritage: describe how The story of Canada has communities been taking
some individuals, groups, and events, both national been, and continues to be, to change the colonial
and international, have contributed to the development shaped by the various relationship between
of identities, citizenship, and/or heritage in Canada from individuals, groups, and Indigenous and non-
1982 to the present (FOCUS ON: Historical Significance; communities in this Indigenous people in
Cause and Consequence) country. Canada?
OVERVIEW

* See page 14 for a discussion of the purpose of big ideas and framing questions.
133
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 10, Applied

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of Canadian history since 1914;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify some careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.3 assess the credibility of sources and
information relevant to their investigations
Throughout this course, students will: (e.g., by considering the perspective, bias, accuracy,
purpose, and/or context of the source and the
A1.1 formulate different types of questions to
values and expertise of its author)
guide investigations into issues, events, and/or
developments in Canadian history since 1914 Sample questions: “Can an anonymous website
(e.g., factual questions: What was the Persons be considered an appropriate historical source?
Case?; comparative questions: What were some Why or why not?” “Whose perspectives are
similarities and differences in the experiences of represented in the letters written to Prime
soldiers in World War I and World War II?; causal Minister Bennett during the Great Depression?”
questions: What issues led to the creation of the
Canadian Radio-Television Commission [CRTC]?) A1.4 interpret and analyse evidence and
information relevant to their investigations,
A1.2 select and organize relevant evidence and using various tools, strategies, and approaches
appropriate for historical inquiry (e.g., use
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

information on aspects of Canadian history

since 1914 from a variety of primary and a ranking ladder to help them determine the
secondary sources (e.g., primary sources: art significance of factors contributing to the Great
works from the time, books and/or articles from Depression; critically select significant events for
the library, diaries, letters, maps, period newspapers, a timeline on Canada-U.S. relations; compare the
photographs, songs from the time, statistics; points of view in different primary sources relating
secondary sources: current newspaper or to the same event)
magazine articles, information from websites, Sample questions: “What information can you
reenactments of historical events, textbooks, extract from these song lyrics? Is this information
videos), ensuring that their sources reflect supported by your other sources?” “What type
different perspectives of tool might help you compare the impact of
Sample questions: “If you want to study the this development on two different groups?”
history of fashion in the twentieth century,
what are some visual sources that you might A1.5 use the concepts of historical thinking (i.e.,
consult? Where would you locate period historical significance, cause and consequence,
photographs? What other sources might continuity and change, and historical perspective)
you consult?” “Why might diaries and letters when analysing, evaluating evidence about,
of Japanese Canadians living in internment and formulating conclusions and/or judgments
camps be a good source on their experiences regarding historical issues, events, and/or
and perspectives? What other sources would developments in Canada since 1914 (e.g., use
you need to consult to explore other people’s the concept of historical significance when assessing
perspectives on the internment of the Japanese?” the impact of technological developments on the
everyday lives of Canadians; use the concept of

134
 cause and consequence when ranking the importance A2. Developing Transferable Skills
of factors contributing to the Great Depression;
use the concept of continuity and change when Throughout this course, students will:
determining turning points in relations between

Canadian History since World War I

A2.1 describe some ways in which historical
Quebec and the rest of Canada; use the concept of
investigation can help them develop skills,
historical perspective when evaluating evidence
including the essential skills in the Ontario
about residential schools)
Skills Passport (e.g., skills related to reading text,
Sample questions: “If you had to determine writing, document use, computer use, oral com-
the most significant event in twentieth-century munication, numeracy), that can be transferred
Canadian history, what criteria would you use? to the world of work and/or to everyday life
Did the event you have chosen have the same
significance for all Canadians?” A2.2 apply in everyday contexts skills and work
habits developed through historical investigation
A1.6 evaluate and synthesize their findings to (e.g., use skills to assess the credibility of a source,
formulate conclusions and/or make informed use appropriate organizers to manage their evidence
judgements or predictions about the issues, and ideas; apply work habits such as creating
events, and/or developments they are and following a plan, taking responsibility when
investigating collaborating with peers)
Sample questions: “After analysing the
evidence you have gathered, do you think that A2.3 apply the knowledge and skills developed in
Canada should have cancelled the Avro Arrow the study of Canadian history when analysing
project? Why or why not?” “After analysing the current social, economic, and/or political issues
information and evidence you have gathered, (e.g., to determine perspectives in media reports on
what conclusions have you reached about the a current event; to understand the significance of a
arguments for and against the demolition of new political policy; to understand ways in which
Africville?” a current social trend is similar to or different from CHC2P
past trends), in order to enhance their under-
A1.7 communicate their ideas, arguments, and standing of these events and their role as
conclusions using various formats and styles, informed citizens
as appropriate for the audience and purpose Sample questions: “Why might it be useful to
(e.g., a photo essay on the history of a large apply the concept of change and continuity
Canadian city in the twentieth century; an oral and/or cause and consequence to help you to
presentation on racism and/or antisemitism in evaluate the promises being made by politicians
Canada; a debate on immigration policy; a video during this election campaign?” “If you were
on the Winnipeg General Strike; a role play on asked to evaluate possible names for a new
changing social values in the 1920s; a poem or school in your community, which concepts of
rap about the war in Afghanistan; a blog about historical thinking might you apply? Why?”
border security since 9/11)
A2.4 identify some careers in which the skills
A1.8 use accepted forms of documentation learned in history might be useful (e.g., actor,
(e.g., footnotes or endnotes, author/date citations, community worker, musician, politician, tour
reference lists, bibliographies, credits) to acknow- guide)
ledge different types of sources (e.g., articles,
art works, blogs, books, films or videos, songs,
websites)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
A1.9 use appropriate terminology when
communicating the results of their investigations
(e.g., vocabulary specific to their topic; terminology
related to history and to the concepts of historical
thinking)

135
 B. CANADA, 1914–1929

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Applied

B1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments in Canada between 1914 and 1929, and assess how they affected the
lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities
(FOCUS ON: Historical Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: describe some key interactions between different
communities in Canada, including First Nations, Métis, and Inuit communities, and between
Canada and the international community, from 1914 to 1929, and explain their effects (FOCUS ON:
Cause and Consequence)
B3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, and domestic
and international events contributed to the development of identities, citizenship, and/or heritage
in Canada between 1914 and 1929 (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political impact that military technology such as the Ross
Context rifle had on Canadian soldiers in World War I;
the significance of developments in transportation
FOCUS ON: Historical Significance; Historical such as airplanes and automobiles for rural
Perspective Canadians or people involved in manufacturing;
the impact of the development of insulin on
By the end of this course, students will: Canadians with diabetes)
B1.1 describe some key social developments Sample questions: “What impact did the use
in Canada during this period (e.g., changes in of chemical weapons have on soldiers in World
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

immigration, the broadening of citizenship rights War I?” “Did the mass production of automobiles
for many women, the treatment of “enemy aliens” affect all Canadian youth in the same way?”
during World War I, the challenges facing returning “What role did radio play in the everyday lives
veterans, the rise of the flapper in popular culture), of people during this time?” “What was the
and assess their impact on the lives of different purpose behind government exploration in
people in Canada, including First Nations, the Arctic during this period? How did such
Métis, and Inuit communities exploration affect Inuit communities?” “What
are some ways in which the Canadian Arctic
Sample questions: “Were First Nations, Métis,
Expedition of 1913–18 benefited from Inuit
and Inuit women represented in the women’s
scientific and technological knowledge?”
suffrage movement? Did the victories of this
movement during and after World War I mean B1.3 describe some key economic trends and
that all Canadians had the right to vote?” developments in Canada during this period
“What impact did the growth of ethnic (e.g., with reference to the wartime economy,
neighbourhoods in Canadian cities have postwar recession, consumerism, trends in the
on the ways of life of people living in those whaling and fur industries in the Canadian North),
neighbourhoods?” and explain their impact on the lives of different
people in Canada, including First Nations, Métis,
B1.2 identify some major developments in science and Inuit individuals and communities
and/or technology and applications of scientific/
technological knowledge during this period, and Sample questions: “What was the significance
explain their significance for different people in of the consumerism of the 1920s? Did it affect
Canada, including First Nations, Métis, and/or all Canadians the same way?” “What impact
Inuit individuals and communities (e.g., the did rising prices have on the lives of different

136
 people in Canada?” “Did all Canadians share inspired First Nations, Métis, and Inuit men
in the prosperity of the 1920s? Did First Nations, to volunteer to fight in World War I? Given the
Métis, and Inuit individuals and communities values and circumstances at the time, would
share in it?” “What was the significance of the you have enlisted to fight in the war? Would

Canadian History since World War I

collapse of the bowhead whale industry for you have been allowed to enlist? Why or why
Inuit communities?” “How did the price of furs not?” “What was the Soldier Settlement Board?
during this period affect First Nations, Inuit, What impact did it have on First Nations, Métis,
and Métis living in the North?” “How did and Inuit communities?”
political policies affect the price of goods traded
by First Nations and Inuit in the North? What B2.2 describe some significant ways in which
impact did these policies have on the lives of people in Canada cooperated and/or came into
Indigenous traders?” conflict with each other at home during this
period (e.g., with reference to the social gospel
B1.4 describe the impact that World War I had movement, the women’s suffrage movement, labour
on Canadian society and politics and the lives unions, the Winnipeg General Strike, the Ku Klux
of different people in Canada, including First Klan), and explain key reasons for these inter-
Nations, Métis, and Inuit individuals and actions as well as some of their consequences
communities (e.g., with reference to the internment
Sample questions: “What were the ideas behind
of “enemy aliens”; the participation of women in
the Coloured Women’s Club of Montreal? Was
the wartime economy; the conscription crisis; the
it successful in meeting its goals?” “Why was
Union government; new legislation such as the
the League of Indians of Canada founded? What
Wartime Elections Act, the Income Tax Act, and
impact did it have?” “Why did some groups
the War Measures Act)
not feel welcome in the labour movement?
Sample questions: “What impact did the Halifax Which groups were excluded? Why? How
Explosion have on people living in Halifax, did they respond?”
Dartmouth, and the Mi’kmaq settlement in CHC2P
Tufts Cove?” “What are some of the ways B2.3 describe some significant challenges facing
in which the war changed the lives of many First Nations, Métis, and Inuit individuals
women in Canada?” “Why were some Ukrainian and communities in Canada during this period
Canadians interned during and after World (e.g., mandatory attendance in residential schools;
War I?” “Why did First Nations, Métis, and provincial day schools, training schools; loss of
Inuit men choose to fight for a country in which language and culture; ongoing prohibitions against
they experienced oppression and mistreatment?” Indigenous ceremonies and gatherings; amendments
“What impact did military enlistment have to the Indian Act that prohibited First Nations
on the status of First Nations men and their from hiring legal counsel to pursue land claims;
families?” limitations on voting rights; the pass system;
systemic racism; economic disparity; continued
expropriation of resources and loss of land; forced
B2. Communities, Conflict, and removals), and explain some of their consequences
Cooperation
Sample questions: “What were some amend-
FOCUS ON: Cause and Consequence ments to the Indian Act during this period? What
attitudes are reflected in these amendments?”
By the end of this course, students will: “Why was it mandatory for status Indians to
attend residential schools? What were the goals
B2.1 identify some of the causes of World War I of these schools?” “How did the residential
(e.g., European alliances and rivalries, militarism), school experiences of First Nations and Metis
and explain some of the consequences of children differ?” “Why did many Métis people
Canada’s military participation in the war choose not to publicly identify as Métis during
(e.g., the passing of the conscription bill; the this period? What were some of the consequences
development of war industries; the military of such decisions?”
consequences and human costs of battles such
as Ypres and Vimy Ridge; enfranchisement; issues B2.4 describe some significant challenges facing
facing veterans; Remembrance Day) immigrants and other non-Indigenous ethno-
CANADA, 1914–1929

Sample questions: “Why did young men enlist cultural minorities in Canada during this
in the armed services at the beginning of World period, with a particular emphasis on forms
War I? Who tended to enlist? Who did not? of discrimination (e.g., racism and antisemitism;
Who was actively discouraged from enlisting segregation and discrimination in jobs and housing;
by Canadian military officials? Why? What immigration policy, including the 1919 Immigration

137
 Act; barriers to enlistment in the Canadian military B3.2 identify some significant developments
based on race and ethnicity), and explain some of in the rights and lives of women in Canada,
their consequences including First Nations, Métis, and Inuit women,
Sample questions: “What challenges did during this period (e.g., women’s contribution
African-Canadian men face when trying to to the war effort, women’s suffrage, access to
enlist in the Canadian armed forces during employment, changing social mores in the 1920s,
World War I?” “What changes were made to the participation of women in sports, the role of
the Chinese Immigration Act in 1923? What Inuit women in the whaling and sealskin industry),
Grade 10, Applied

attitudes are reflected in these changes? What and describe the impact of these developments
effects did the changes have?” on Canadian citizenship and/or heritage
Sample questions: “What effect did the Wartime
B2.5 describe how some specific events, develop- Elections Act have on women’s right to vote?”
ments, and/or attitudes affected the relationship “Why were First Nations, Métis, and Inuit
between French and English Canada during women excluded from the Wartime Elections
this period (e.g., conscription during World War I, Act and the Military Voters Act? Why would
the Ontario Schools Question and the response to such exclusion have been considered acceptable
Regulation 17, the beliefs of Quebec nationalists in 1917?” “What effect did the final decision in
such as Henri Bourassa and Abbé Lionel Groulx, the Persons Case have on the citizenship rights
the ideas of groups such as the Orange Order) of women in Canada?” “What was significant
Sample questions: “What was the message of about the participation of Canadian women
Quebec nationalists such as Henri Bourassa? in the 1928 Olympics?” “What are some ways
How did English Canadians tend to view this in which First Nations, Métis, and Inuit women
message?” participated in the war effort?”

B3.3 explain the significance for identities,

B3. Identity, Citizenship, and Heritage citizenship, and/or heritage of some key
international events and/or developments in
FOCUS ON: Continuity and Change; Historical which Canada participated in this period (e.g.,
Perspective the battle of Vimy Ridge; Canada’s attending the
Paris Peace Conference and signing the Treaty of
By the end of this course, students will: Versailles; membership in the League of Nations
and the Commonwealth of Nations; Canadians’
B3.1 describe how some individuals and organiz-
participation in international sporting events such
ations during this period contributed to the
as the Olympics; the success of Canadian actors
development of identities, citizenship, and/or
in Hollywood)
heritage in Canada (e.g., Billy Bishop, J. Armand
Bombardier, Robert Borden, Henri Bourassa, Sample questions: “Why did the poppy come
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Peter Henderson Bryce, Lionel Connacher, to be associated with Canadians in World War I
F. O. Loft, Tom Longboat, Nellie McClung, Francis and then adopted as an international symbol
Pegahmagabow, Mary Pickford, Fred Simpson; the of remembrance?” “Why is the Bluenose on the
No. 2 Construction Battalion, the One Big Union, Canadian dime? Do you think it is an appropriate
the Royal Canadian Mounted Police, the Woman’s symbol for Canada? Why or why not?” “Why is
Christian Temperance Union) the Halibut Treaty seen as a turning point in the
development of Canada’s political autonomy?”
Sample questions: “What contribution has the
National Hockey League (NHL) made to heritage
and identities in Canada?” “How have the
actions of labour activists during this period
contributed to labour rights then and now?”
“What impact did the art of Tom Thomson and
members of the Group of Seven have on culture
and identities in Canada? Do you think the
work of the Group of Seven accurately reflects
the Canadian North? Why or why not? Whose
perspectives are absent from their works? Why
are their images still iconic today?”

138
C. CANADA, 1929–1945

Canadian History since World War I

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments in Canada between 1929 and 1945, and explain how they affected the
lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities
(FOCUS ON: Cause and Consequence)
C2. Communities, Conflict, and Cooperation: describe some significant interactions between different
communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada
and the international community, from 1929 to 1945, and explain what changes, if any, resulted from
them (FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, symbols, and
events, including some major international events, contributed to the development of identities,
citizenship, and/or heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance;
Historical Perspective)

CHC2P
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political and/or Inuit individuals and communities
Context (e.g., the impact of Pablum on children’s health,
of developments in aeronautics and radar on
FOCUS ON: Cause and Consequence Canada’s armed forces during World War II, of
the mining of radium/uranium on Indigenous
By the end of this course, students will:
individuals and communities in the North)
C1.1 identify some key social developments in Sample question: “What impact did medical
Canada during this period (e.g., increasing levels advances such as the development of penicillin
of poverty, the dislocation of farm families on the and improvements in blood transfusions have
Prairies, the increasing influence of American culture, on Canadian forces during World War II?”
northern Indigenous people becoming more reliant
on European material goods), and explain their C1.3 describe some key economic trends and
main causes as well as their impact on the lives developments in Canada during this period
of people in Canada, including First Nations, (e.g., individuals and corporations buying on
Métis, and Inuit communities margin, the stock market crash of 1929, job losses
Sample questions: “Why did immigration rates and high unemployment, the creation of public
and birth rates decline in the 1930s?” “What work camps and government relief, the boom
impact did high unemployment and poverty and bust of the white fox fur trade), and explain
rates have on people in Canadian cities?” “What how they affected the lives of people in Canada,
were the consequences for Inuit communities including First Nations, Métis, and Inuit
of the continued growth of non-Indigenous individuals and communities
settlement in the North?” Sample questions: “What do the high unemploy-
ment rates of the 1930s tell you about life in
C1.2 identify some major developments in science Canada during this period?” “What were
CANADA, 1929–1945

and/or technology and applications of scientific/ ‘Bennett buggies’? What do they tell you about
technological knowledge during this period, the impact of the economic crisis of the 1930s
and assess their impact on the lives of people on some Canadians?” “What impact did World
in Canada, including First Nations, Métis, War II have on the Canadian economy?” “What
were some consequences of the growth of the

139
 pulp and paper industry in the 1930s for First C2. Communities, Conflict, and
Nations and Métis communities in Canada? Cooperation
Who benefited financially from this industry?”
“What were some ways in which people in First FOCUS ON: Cause and Consequence; Continuity and
Nations, Métis, and Inuit communities were Change
affected by the growth of companies extracting
natural resources during this period?” By the end of this course, students will:

C2.1 identify some significant ways in which

C1.4 describe the main causes of some key political
Grade 10, Applied

people in Canada, including First Nations,

developments and/or government policies that
Métis, and Inuit individuals and communities,
had an impact on Indigenous people in Canada
cooperated and/or came into conflict with each
during this period (e.g., amendments to the Indian
other during this period (e.g., the founding of the
Act; the continuing operation of residential schools;
Canadian Brotherhood of Sleeping Car Porters; the
the Dominion Franchise Act, 1934; provincial
On-to-Ottawa Trek; antisemitic and racial conflicts
Sexual Sterilization Acts; the creation of the
such as the riot in Christie Pits or those related to
Newfoundland Rangers; the Métis Population
the ruling by the Supreme Court in the Christie
Betterment Act, 1938; the beginning of the federal
case [1940]; the hostility towards some ethnocultural
government’s use of “Eskimo” identification tags),
minorities during World War II; changes to the
and explain how they affected the lives of First
Métis Population Betterment Act, 1938, that
Nations, Métis, and Inuit individuals and
increased government control), and explain
communities
their impact on different people in Canada
Sample questions: “What were the consequences
Sample questions: “Why did the Great
of provincial Sexual Sterilization Acts for First
Depression increase race-based tensions in
Nations, Métis, and Inuit individuals and
Canada?” “What were the major concerns of
communities?” “How did the continued
people involved in the Antigonish movement?
operation of residential schools affect First
How did they address these concerns? What
Nations, Métis, and Inuit individuals and
changes did they bring about? Which changes
communities in Canada during this period?”
had the greatest impact on Canadians?”
“What developments led to Inuit becoming a
federal responsibility in 1939? What were some
C2.2 explain how some key issues and/or
of the consequences of this change for Inuit
developments affected Canada’s relationships
individuals and communities?” “How did the
with Great Britain and the United States during
powers of Indian agents change in the 1930s?
this period (e.g., with reference to prohibition and
What impact did their powers have on the lives
rum running; the Statute of Westminster, 1931;
of people in First Nations communities?” “Why
placing high tariffs on American magazines; trade
did governments in Canada develop ‘Indian’
and other economic ties; military involvement in
hospitals in the 1920s and 1930s? What were
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

World War II; Arctic sovereignty)

the consequences of these institutions for
Indigenous peoples in Canada?” Sample questions: “Why did prohibition in the
United States strain the relationship between
C1.5 describe the main causes of some key political Canada and the United States?” “Why did
developments and/or government policies in Canada train Commonwealth pilots during
Canada during this period (e.g., the development World War II? What does the air training program
of new political parties; R. B. Bennett’s social tell you about the relationship between Canada
welfare policies; the passing of the Padlock Act and Great Britain?” “How did the lives of Inuit
in Quebec; victory bonds; government policies on change during this period as a result of the
wartime rationing, propaganda, and censorship; struggle for Arctic sovereignty between Canada
the decision to intern Japanese Canadians during and the United States?”
World War II), and explain how they affected
the lives of non-Indigenous people in Canada C2.3 describe some ways in which World War II
affected First Nations, Métis, and Inuit individ-
Sample questions: “Why did the government
uals and communities in Canada (e.g., with
invoke the War Measures Act during World
reference to enlistment, military, and post-military
War II? What effect did it have on the lives of
experiences; experiences on the home front; the
people in Canada?” “Why did the Alberta and
War Measures Act; Indigenous communities that
British Columbia governments force some
supported the war effort and those that did not;
people with disabilities to undergo sterilization?”
appropriation of reserve lands by the Department
of National Defence; the Veterans’ Land Act, 1942;
loss of Indian status for enlisted men and their
families)

140
 Sample questions: “What was the impact of the C3.2 describe responses of Canada and people
war on the Kettle and Stoney Point Nation in in Canada to some major international events
Ipperwash, Ontario?” “What are some ways and/or developments that occurred between
in which Cree Code Talkers contributed to the 1929 and 1945, including their military response

Canadian History since World War I

war effort?” “What are some ways in which to World War II (e.g., the Red Scare, the Holodomor,
the treatment of First Nations, Métis, and Inuit the Nanking Massacre, aggression by Nazi
veterans after World War II was similar to and/or Germany, the Battle of Hong Kong, the Holocaust,
different from their treatment after World War I?” D-Day, the Manhattan Project, the liberation of
the Netherlands; the contributions of individuals
C2.4 describe some ways in which World War II such as Norman Bethune or Paul Triquet), and
changed the lives of various non-Indigenous explain the significance of these responses
groups in Canada (e.g., with reference to economic for identities and/or heritage in Canada
recovery; rationing; the experiences of young men
Sample questions: “How did different groups
enlisting in the armed services, munitions workers,
in Canada respond to the rise of the Nazis?
farmers, men in the merchant marine, women,
What social attitudes and values are reflected
Japanese Canadians)
in those responses?” “Why did the Canadian
Sample questions: “Which groups were interned government refuse to allow the SS St Louis
in Canada during the war? How did this treat- entry into Canada?” “Why does the Netherlands
ment change their lives?” “What opportunities send thousands of tulip bulbs to Canada every
opened to women in Canada as a result of the year?” “In what ways was the internment of
war?” Japanese Canadians in World War II similar
to and/or different from the forced attendance
of First Nations, Métis, and Inuit children in
C3. Identity, Citizenship, and Heritage residential schools?”
FOCUS ON: Historical Significance; Historical
C3.3 explain the significance of the Holocaust CHC2P
Perspective
for Canada and people in Canada (e.g., with
By the end of this course, students will: reference to antisemitism in Canada in the 1930s
and 1940s, Canada’s reaction to anti-Jewish
C3.1 describe how some individuals, organizations, persecution in Nazi Germany, the role of Canadians
and symbols contributed to the development in liberating Nazi concentration camps and death
of identities, citizenship, and/or heritage in camps, postwar refugee policy and attitudes towards
Canada during this period (e.g., individuals: survivors, the evolution of human rights and
R. B. Bennett, Norman Bethune, Emily Carr, the anti–hate crime legislation)
Dionne quintuplets, Maurice Duplessis, Foster Sample questions: “Do you think that the
Hewitt, Mackenzie King, Guy Lombardo, Elsie Holocaust affected Canadians’ views about
MacGill, Tommy Prince; organizations: the Canada’s treatment of First Nations, Métis,
Canadian Broadcasting Corporation [CBC], and Inuit in this country?” “When you look at
the Edmonton Grads, the National Film Board; paintings by Canadian war artists made during
symbols: the Bennett buggy, the Bren Gun Girl) the liberation of Nazi concentration and death
Sample questions: “How did the CBC contribute camps, what impact do you think they would
to heritage and identities in Canada during this have had on people in Canada?”
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?”
CANADA, 1929–1945

141
 D. CANADA, 1945–1982

OVERALL EXPECTATIONS
By the end of this course, students will:
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)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political habits; developments in medicine contributed to
Context increased life expectancy; the development and use
of satellites expanded communications across the
FOCUS ON: Continuity and Change country; innovations in the design of the snowmobile
changed the way many people in rural and northern
By the end of this course, students will: Canada travelled in the winter; the advent of com-
D1.1 describe some key demographic trends and mercial fertilizers and pesticides helped farmers
developments in Canada during this period but also had consequences for the environment; the
(e.g., the origins of immigrants and refugees, the creation of the DEW Line changed the way of life
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

arrival of war brides, the baby boom, the growth of many Inuit)
of suburbs, increased urbanization, the changing Sample questions: “What types of changes
status of established ethnocultural groups, the arose from developments in computers in this
growth of settlement in the High Arctic), and period?” “How did developments in plastics
compare them to trends/developments earlier during this time affect people’s lives?” “What
in the century was the impact of satellite communication on
Sample questions: “What was new about peoples in northern Canada?”
the teen subcultures that developed in some
D1.3 describe some key trends and developments
communities after World War II? In what ways
in the Canadian economy during this period
were the lives of some youth in the 1950s and
(e.g., postwar consumerism, branch plants, the
1960s different from those who lived in the
Auto Pact, the energy crisis of the 1970s, labour
1920s?” “What are some Indigenous commun-
unrest), and assess how they affected the lives
ities that were relocated during this time? Why
of people in Canada, including First Nations,
were they moved? How were these relocations
Métis, and Inuit individuals and communities
similar to and/or different from those earlier
in the century?” Sample questions: “What impact did the energy
crisis have on the auto industry in Canada?
D1.2 identify some major developments in science How did it change the lives of Canadians?”
and/or technology during this period, and “What was the James Bay Project? What impact
explain how they changed the lives of people did it have on the lives of First Nations, Métis,
in Canada, including First Nations, Métis and/or and Inuit in Quebec?” “Why did the Hudson’s
Inuit individuals and communities (e.g., the Bay Company become the primary supplier of
popularization of television changed recreational Inuit art during this time period? On balance,

142
 do you think this development benefited or Parti Québécois, the October Crisis, the Montreal
hurt Inuit art? What evidence supports your Olympics, Bill 101, negotiations to patriate the
conclusion?” Constitution), and assess their significance for
people in Canada, including French, English,

Canadian History since World War I

D1.4 describe some key political developments and Indigenous peoples
and/or government policies that had an impact
Sample questions: “What was the significance
on Indigenous people in Canada during this
of the Asbestos Strike for French-English
period (e.g., the continuing use of numbered
relations?” “How did language rights affect
identification tags for Inuit; Inuit and status
the relationship between French and English
Indians gaining the right to vote; the 1969 White
Canada? Why might language rights be more
Paper; the inclusion of Métis and Inuit as “Aboriginal
important to French Canadians than to English
people” in section 35 of the Constitution Act, 1982),
Canadians?” “How did First Nations people
and explain how they affected the lives of First
in Quebec tend to view the 1980 referendum
Nations, Métis, and Inuit individuals and
on sovereignty association?”
communities
Sample questions: “How did Inuit sled dog D2.2 identify some major social movements in
killings by the RCMP during this period affect Canada during this period, including those
Inuit culture and ways of life? What do the involving First Nations, Métis, and Inuit organ-
slayings reveal about the Canadian government’s izations (e.g., civil rights, women’s, Indigenous,
attitude towards Inuit?” “What was the Sixties environmental, peace, Quebec nationalism, labour,
Scoop? What attitudes underpinned this policy? or youth movements), and explain their goals
In what ways were they a continuation of and perspectives
government attitudes towards Indigenous Sample questions: “What were some of the
peoples?” issues that motivated the early environmental
movement in Canada?” “What were some of
D1.5 describe some key political developments CHC2P
the main goals of the women’s movement in
and/or government policies in Canada during
this period? Whose perspectives did these goals
this period (e.g., Canada’s response to the Cold
reflect?” “What impact did the civil rights
War, including joining the North Atlantic Treaty
movement in the United States have on African
Organization [NATO]; Newfoundland’s joining
Canadians?” “What were some of the issues
Confederation; the Massey Commission; the cre-
around which First Nations, Métis, and Inuit
ation of the CRTC; the Royal Commission on
individuals and communities organized during
Bilingualism and Biculturalism; social welfare
this period?” “What were some ways in which
legislation; the Canadian Charter of Rights and
First Nations people demonstrated resistance to
Freedoms), and assess how they affected the
the 1969 White Paper?” “What was the aim of
lives of non-Indigenous people in Canada
the Inuit Tapirisat of Canada (now Inuit Tapiriit
Sample questions: “What are some ways in Kanatami)? How did it provide a voice for
which government social programs from this Inuit?”
period affected the lives of Canadians? Did
these programs have greater impact on people’s D2.3 describe some key developments related
lives than those created during the Depression? to Canada’s participation in the international
Why, or why not?” “Do you think the Royal community during this period, with a particular
Commission on the Status of Women was a focus on the context of the Cold War (e.g., with
turning point for women in Canada? Why, reference to membership in the United Nations,
or why not?” the North American Air Defense Command
[NORAD], and/or NATO; the Gouzenko Affair;
the Korean War; the Suez Crisis; the arms race and
D2. Communities, Conflict, and the Non-proliferation of Nuclear Weapons Treaty;
Cooperation peacekeeping), and assess their significance
FOCUS ON: Historical Significance; Historical Sample question: “How significant was the
Perspective Cold War in influencing Canada’s participation
in the international community during this
By the end of this course, students will: period?”
CANADA, 1945–1982

D2.1 describe some key factors that affected the D2.4 describe some key developments in Canada’s
relationship between French and English Canada relationship with the United States during this
during this period (e.g., with reference to the period (e.g., with reference to NORAD, the DEW
Quiet Revolution, bilingualism and biculturalism, Line, the St. Lawrence Seaway, the influence of
the flag debate, Expo ’67, the formation of the

143
 American cultural industries, the Vietnam War, of First Nations, Métis, and Inuit communities;
environmental concerns such as acid rain), and the continuing operation of residential schools;
explain their significance enfranchisement; the Sixties Scoop; challenges
related to Aboriginal title and land claims; the
Sample questions: “Which development in
White Paper and the “Red Paper”; the founding
Canadian-American relations in this period
of the Assembly of First Nations; the Calder case;
do you think had the most significance for
the James Bay Project; efforts to secure equality for
Canadians? Why?” “Why has the Avro Arrow
First Nations women; section 35 of the Constitution;
become a symbol for Canada’s changing
Grade 10, Applied

the ongoing use of “Eskimo” identification tags),

relations with the United States?” “What
and explain the impact of these developments/
was the DEW Line? What was its significance
issues on identities, citizenship, and/or heritage
for Canadian-American relations during this
in Canada
period? What did the establishment of DEW
Line stations reveal about attitudes towards Sample questions: “When did status Indians
Inuit in the Canadian North?” in Canada gain the right to vote? What was
the significance of this development for First
Nations people? For citizenship in Canada?”
D3. Identity, Citizenship, and Heritage “What impact did First Nations and Inuit art
FOCUS ON: Historical Significance; Cause and from this period have on Indigenous and
Canadian heritage and identity?” “Why did
Consequence
governments across Canada ‘scoop’ Indigenous
By the end of this course, students will: children from their parents and put them in
foster/adoptive Canadian families? What was
D3.1 describe ways in which some individuals, the impact on the cultural identity and self-
symbols, and/or events during this period image of these children? What was the impact
contributed to the development of identities, on the biological families and communities of
citizenship, and/or heritage in Canada (e.g., the children?” “How did inclusion of Métis in
individuals: Doris Anderson, George Armstrong, section 35 of the Constitution Act affect Métis
Kenojuak Ashevak, Rosemary Brown, Frank rights and identity?” “What impact did the
Arthur Calder, Leonard Cohen, Harry Daniels, federal government’s use of numbered ‘Eskimo’
Tommy Douglas, Terry Fox, Chief Dan George, identification tags have on Inuit identity and
Daniel G. Hill, Peter Ittinuar, René Lévesque, heritage?”
Norval Morrisseau, Madeleine Parent, Lester B.
Pearson, Maurice Richard, Buffy Sainte-Marie, D3.3 identify some key social welfare programs in
David Suzuki, Pierre Trudeau, Jean Vanier, Gilles Canada that were created or expanded during
Vigneault; events: the convening of the Massey this period (e.g., unemployment insurance, family
Commission, the demolition of Africville, the 1972 allowance, medicare, old age security), and explain
some of their effects, with reference to the
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Hockey Summit Series, the first Arctic Winter Games;

symbols: the Canadian flag, the Ontario flag) everyday lives of people in Canada and to
Canadian identities
Sample questions: “What was the significance
of Expo ’67 for heritage and identities in Sample questions: “What factors led to the
Canada?” “In what ways did Viola Desmond creation of the Canada/Quebec Pension Plan?
contribute to the development of Canadian What was the significance of this program for
citizenship?” “Why has Paul Henderson’s goal Canadians?” “How important do you think
during the 1972 Hockey Summit Series become medicare is for Canadian identities?” “What
an enduring symbol for Canadians?” “Why do was the 1965 Indian Welfare Agreement? What
you think that certain people or events from impact did it have on First Nations people
this period have become national symbols?” in Ontario?”
“What values or world views did Buffy Sainte-
Marie and Norval Morrisseau express in their D3.4 describe some key developments in immi-
art? What were some of the responses to their gration and immigration policy in Canada
work?” “What is the significance of the art of during this period, and assess their significance
the Indigenous Group of Seven?” “When the for Canadian heritage and identities in Canada
federal government was deciding which (e.g., with reference to the points system, origins
woman should appear on the new $10 bill in of immigrants and refugees, the development of
2016, why was Kenojuak Ashevak one of the Canada as a multicultural society, cultural festivals)
nominees?” Sample questions: “What impact did the
Canadian Citizenship Act of 1946 have on
D3.2 describe some significant developments immigrants to Canada?” “What changes in
and/or issues that affected First Nations, Métis, policy were reflected in the Immigration Act
and Inuit communities in Canada during this of 1978? What impact did they have on
period (e.g., the forced relocation of a number Canadian heritage?”
144
E. CANADA, 1982 TO THE PRESENT

Canadian History since World War I

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments in Canada from 1982 to the present, and assess their impact on the lives
of different people in Canada, including First Nations, Métis, and Inuit individuals and communities
(FOCUS ON: Historical Significance; Historical Perspective)
E2. Communities, Conflict, and Cooperation: describe some significant issues and/or developments
that have affected interactions between different communities in Canada, including First Nations,
Métis, and Inuit communities, and between Canada and the United States, from 1982 to the present,
and explain some changes that have resulted from these issues/developments (FOCUS ON: Continuity
and Change)
E3. Identity, Citizenship, and Heritage: describe how some individuals, groups, and events, both
national and international, have contributed to the development of identities, citizenship, and/or
heritage in Canada from 1982 to the present (FOCUS ON: Historical Significance; Cause and Consequence)

CHC2P
SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political responded to the needs of urban Indigenous
Context peoples?” “What impact have Hollywood
portrayals of Indigenous individuals and
FOCUS ON: Historical Significance; Historical communities during this period had on
Perspective Canadians’ understanding of First Nations,
Métis, and Inuit cultures?”
By the end of this course, students will:
E1.2 identify some major developments in science
E1.1 describe some key social trends and/or
and/or technology since 1982 (e.g., personal
developments in Canada since 1982 (e.g., changes
computers, the Internet, cellphones, electric
in families, such as higher divorce rates, lower birth
and hybrid cars, recycling technologies, cloning,
rates, same-sex marriage; changes in immigration;
genetically modified foods, new fossil fuel extraction
an increasingly multicultural and pluricultural
technologies, developments in alternative energy,
society; continuing movement from rural to urban
artificial hearts), and assess their impact on the
areas; the rates of suicide within First Nations
lives of different people in Canada, including
and Inuit communities; the growth of urban Inuit
First Nations, Métis, and/or Inuit individuals
populations in Canada’s South; the cultural appro-
and communities
priation of First Nations, Métis, and Inuit art,
clothing, and ceremonies; the growth of social Sample questions: “Which scientific or techno-
advocacy groups, including environmental and logical development during this period do you
human rights groups), and assess their significance think has had the greatest impact on the lives of
for the lives of different people in Canada, Canadians? Why?” “How has the development
CANADA, 1982 TO THE PRESENT

including First Nations, Métis, and Inuit of social media affected the lives of different
communities people in Canada? What are some of the issues
related to the use of social media?” “What impact
Sample questions: “What impact has the decline
has the evolution of digital music had on First
in the birth rate in this period had on Canadian
Nations, Métis, and Inuit music?” “How has
society? What impact is it likely to have on
the evolution of mapping technologies affected
Canadians in the future?” “Why has there been
First Nations and Inuit communities in northern
increasing movement of Indigenous people to
Canada?”
urban areas? How effectively have governments

145
 E1.3 describe some key trends and developments E1.5 describe some key political developments
in the Canadian economy since 1982 (e.g., the and/or government policies in Canada since
decline of the manufacturing sector and fisheries, 1982 (e.g., the Canada-U.S. Free Trade Agreement
developments in the information economy, free and/or the North American Free Trade Agreement,
trade, recessions, the development of the energy new political parties such as the Reform Party and
sector in western and Atlantic Canada, the European the Green Party, the introduction of the Goods and
Union ban on sealskin products, food insecurity Services Tax and/or the Harmonized Sales Tax,
in the Far North), and explain their impact on fishing moratoria, the Montreal Protocol, the Kyoto
Grade 10, Applied

different people in Canada, including First Accord, the Civil Marriage Act, legislation related
Nations, Métis, and Inuit individuals and to developments in communications technology),
communities and assess their impact on the lives of different
non-Indigenous people in Canada
Sample questions: “What impact has the decline
of the manufacturing sector had on workers in Sample questions: “How has the moratorium
Canada?” “How has the development of online on cod fishing affected the lives of people in
retail and resulting competition affected different Atlantic Canada?” “How have governments in
groups of Canadians? Which industries and Canada responded to the issue of cyberbullying?”
personal practices have changed as a result of “How have governments in Canada responded
this development?” “What are some resource- to issues around texting when driving and/or
extraction projects that have had an impact on other forms of distracted driving?”
First Nations, Metis, and Inuit communities in
this time period? What are some ways in which
these projects have affected Indigenous peoples?” E2. Communities, Conflict, and
“What role has ecotourism played in various Cooperation
First Nations and Inuit communities?” “How FOCUS ON: Continuity and Change
has the fluctuating price in oil affected the lives
of people who work in that industry? What By the end of this course, students will:
impact has it had on the communities that
depend on the oil industry?” E2.1 describe some significant issues and/or
developments that have affected the relationship
E1.4 describe some key political developments between Quebec and the federal government
and/or government policies that have affected since 1982 (e.g., the Meech Lake and/or
Indigenous peoples in Canada since 1982 (e.g., Charlottetown Accords, the creation of the Bloc
the creation of Nunavut; Bill C-31 amending the Québécois, the 1995 referendum, the Clarity Act,
Indian Act; the Royal Commission on Aboriginal the Calgary Declaration), and explain some
Peoples; the Truth and Reconciliation Commission; changes which have resulted from them
the 2016 Canadian Human Rights Tribunal decision
Sample questions: “What was the purpose of
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

regarding inequalities in funding for child welfare

the Meech Lake Accord? Why did Elijah Harper
for First Nations children; the National Inquiry
vote against the accord? What did Harper’s vote
into Missing and Murdered Indigenous Women
reveal about the perspectives of Indigenous
and Girls; the United Nations Declaration on the
people on Quebec sovereignty? How did the
Rights of Indigenous Peoples), and assess their
accord’s defeat change the relationship between
impact on the lives of First Nations, Métis, and
Quebec and Ottawa?”
Inuit individuals and communities
Sample questions: “Do you consider the estab- E2.2 describe some significant issues and/or
lishment of National Aboriginal Day in 1996 a developments that have affected relations
historically significant event in First Nations, between the federal/provincial governments
Métis, and Inuit history? In Canadian history? and First Nations, Métis, and Inuit individuals
Why, or why not?” “What are some ways in and communities since 1982 (e.g., the Meech Lake
which the residential school system continues Accord; disputes over land at Oka, Ipperwash,
to affect the lives of First Nations, Metis, and and/or Caledonia; the Nisga’a Final Agreement,
Inuit individuals and communities in Canada?” 1998; Ottawa’s apology for the residential school
“What impact have changes to the Indian Act system; the creation of Nunavut; the New Credit
during this period had on the lives of some Settlement; the Idle No More movement; the Indian
First Nations women and their children?” Residential Schools Settlement Agreement; the
“What are some ways in which the 2 per cent Qikiqtani Truth Commission; the Daniels decision,
federal funding cap for programs and services 2016; the Métis Nation of Ontario Secretariat Act,
on First Nations reserves, which was in effect 2015; living conditions on First Nations reserves;
for nineteen years, has had an impact on the the Truth and Reconciliation Commission’s calls
housing, water, education, and infrastructure to action), and explain some changes that have
in First Nations communities?” resulted from them

146
 Sample questions: “What progress has been E3.2 describe ways in which individuals, organiz-
made with respect to Aboriginal land claims ations, and/or events have contributed to the
since 1982?” “What was the significance of the arts and/or popular culture in Canada since
Royal Commission on Aboriginal Peoples?” 1982 (e.g., Susan Aglukark, Donovan Bailey,

Canadian History since World War I

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

butions Stephen Lewis has made to Canadian recognition of the Holocaust and Holodomor and
society and politics and to Canadian identity?” of genocide in Armenia, Rwanda, and/or Srebrenica;
“What action has Shannen Koostachin taken to the creation of the Canadian Museum for Human
raise public awareness of the realities facing Rights and/or the memorial to Africville; Black
Indigenous youth attending federally funded History or Aboriginal History Month; Jordan’s
schools on reserves?” Principle), and explain the significance of
these acknowledgments/commemorations
for identities and/or heritage in Canada

147
 Sample questions: “When you review various
types of commemorations, what criteria do
you think have determined whether an event
is commemorated in Canada? What do these
criteria tell you about identities and/or heritage
in Canada?” “What was the purpose of the
Truth and Reconciliation Commission? Do you
think the commission was an effective response
Grade 10, Applied

to the history of residential schools? Why, or

why not?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

148
CIVICS (POLITICS)
INTRODUCTION
Politics is about how societies are governed, how public policy is developed, and how
power is distributed. Civics is a branch of politics that focuses on the rights and respon-
sibilities associated with citizenship, the role of governments, and how people can get
involved in the political process and take action on issues of civic importance. The study
of civics supports students in becoming informed, engaged, and active citizens in the
various communities to which they belong, whether at the local, national, or global level.

Strands
The Grade 10 civics (politics) course is organized into the following three strands.
A. Political Inquiry and Skill Development: This strand highlights the political
inquiry process and the skills that students need in order to become active and
informed citizens who participate purposefully in civic affairs and can influence
public decision making. Students will develop their ability to use the political
inquiry process and the concepts of political thinking when analysing issues,
events, and developments of civic importance. They will apply this process and
related skills in a variety of contexts throughout the course, thereby enhancing
their ability to solve problems and to be critically thoughtful and collaborative
citizens in the various communities to which they belong.
B. Civic Awareness: This strand focuses on the beliefs, values, rights, and
responsibilities associated with democratic citizenship and governance. Students
will develop their understanding of how people’s values and beliefs influence
both their civic actions and their positions on local, national, and/or global issues.
Students will explore, in the context of various issues, the roles and responsibilities
of the different levels and branches of government in Canada and will determine
ways in which they themselves can responsibly and effectively participate in
political and civic decision making, both in Canada and the world.
C. Civic Engagement and Action: In this strand, students will explore ways in
which people in different communities express their beliefs and values, voice
their positions on issues of civic importance, and contribute to the common good.
In addition, students will assess whether the perspectives and contributions of
different people are equally valued. Students will also explore the civic contributions
of various non-governmental organizations and other groups. In this strand,
students will have opportunities to express their own ideas and perspectives
and to make informed judgements by planning a course of action relating to
a civic issue, event, or development of personal interest.

149
 Citizenship Education
The expectations in the Grade 10 civics (politics) course provide numerous
opportunities for students to explore the four elements of the citizenship
education framework: identity, attributes, structures, and active participation
(see page 10).

The Concepts of Political Thinking

The four concepts of political thinking – political significance, objectives and results, stability and
change, and political perspective – underpin thinking and learning in all politics courses in the
Canadian and world studies program. At least one concept of political thinking is identified as the
focus for each overall expectation in strands B and C of the Grade 10 civics (politics) course. The
following chart describes each concept and provides sample questions related to it. These questions
highlight opportunities for students to apply a specific concept in their studies. (See page 13 for
a fuller discussion of the concepts of disciplinary thinking.)

Political Significance
This concept requires students to determine the importance of things such as government policies;
political or social issues, events, or developments; and the civic actions of individuals or groups. Political
significance is generally determined by the impact of a government policy or decision on the lives of
citizens, or by the influence that civic action, including the civic action of students, has on political or
public decision making. Students develop their understanding that the political significance of something
may vary for different groups of people.

Related Questions*
− What do you think is the most important reason for engaging in civic action? (B1.3)
− What criteria do you think should be used when deciding which events or people to formally
recognize? (C2.2)
− Why do some people not vote? What is the significance of their lack of participation for Canadian
citizenship? (B1.2)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Objectives and Results

This concept requires students to explore the factors that lead to events, policies, decisions, and/or plans
of action of civic and political importance. It also requires students to analyse the effects of civic and
political actions and to recognize that government policies and decisions as well as responses to civic
issues can have a range of effects on various groups of people. A comparison of the initial purpose or
goals of a policy or decision and its effects enables students to distinguish between intended and
unintended results.

Related Questions
− How would you know if your plan were achieving its objectives? (C3.4)
− Why do you think that, in order to earn a secondary school diploma in Ontario, students must complete
community involvement hours? (B3.2)
− What was the objective of the UN Declaration of Human Rights? Do all people enjoy the rights
embodied in that document? (B3.4)
(continued)

* The “related questions” are drawn directly from the overview chart that precedes the Grade 10 civics (politics) course
and from the sample questions that accompany many specific expectations.

150
Stability and Change
This concept requires students to analyse how and why political institutions and government policies
change over time or why they remain the same. Students will determine how political structures and
decisions contribute to stability and change within various local, national, and/or global communities.
They analyse ways in which various institutions, groups, or individuals resist or support change, as well as
how a variety of factors, including civic action, can contribute to change or stability. Students also apply
this concept to help them determine when change is necessary and how they themselves can contribute

Civics (Politics)
to change or help ensure stability through civic action.

Related Questions
− If you were concerned about a social issue in publicly funded schools, would it be more appropriate
to contact your MP, your MPP, or your city or band councillor? Why? (B2.2)
− What contributions can I make to my community? (Overview)
− What impact can consumers’ choices have on the natural environment? (C1.3)
Political Perspective
This concept requires students to analyse the beliefs and values of various groups, including different
governments, in local, national, and/or global communities. Students analyse how these beliefs and values,
as well as political ideologies, can affect one’s position on or response to issues of civic importance.
Students also develop their awareness of how stakeholder groups with different perspectives can
influence the policies and platforms of political parties and the decisions of governments.

Related Questions
− How might you determine whether your student council represents the perspectives of all students
in the school? (A1.5)
− How important a role do you think the media play in swaying public opinion on social/political issues?
Whose opinions do you think the media reflect? (B2.4)
− Why might some people’s perspectives be valued more than those of others? (C2.1)

INTRODUCTION

151
 The Political Inquiry Process
In each course in politics in the Canadian and world studies curriculum, strand A focuses explicitly on
the political inquiry process, guiding students in their investigations of issues, events, developments,
policies, and/or plans of action. This process is not intended to be applied in a linear manner: students
will use the applicable components of the process in the order most appropriate for them and for the
task at hand. Although strand A covers all of the components of the inquiry process, it is important
to note that students apply skills associated with the inquiry process throughout the content strands
in each course. (See page 27 for a fuller discussion of the inquiry process in the Canadian and world
Civics (Politics)

studies program.)

The following chart identifies ways in which students may approach each of the components of the
political inquiry process.

Formulate Questions
Students formulate questions:
− to explore various issues, events, developments, and/or policies that are related to the overall expectations
in order to identify the focus of their inquiry
− to help them determine which key concept (or concepts) of political thinking is relevant to their inquiry
− that reflect the selected concept(s) of political thinking
− to help them focus on the kind of evidence they need to gather
− to develop criteria that they will use in evaluating policy, data, evidence, and/or information; in making
judgments, decisions, or predictions; in reaching conclusions; in formulating and/or in evaluating
plans of action
Gather and Organize
Students:
− collect relevant qualitative and quantitative data, evidence, and/or information from a variety of primary
and secondary sources,a including visualsb and community resourcesc
− determine if their sources are accurate and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

− use a variety of methods to organize the data, evidence, and/or information they have gathered
− record the sources of the data, evidence, and/or information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry
(continued)

a. Primary sources may include, but are not limited to, census data, interviews, legislation, letters, photographs, policy
documents, speeches, and treaties. Secondary sources may include, but are not limited to, documentaries and other films,
editorials, news articles, political cartoons, reference books, song lyrics, and works of art. Depending on the context, digital
sources, including social media and websites, can be either primary or secondary sources.
b. Visuals may include, but are not limited to, photographs, media clips, maps, models, graphs, and diagrams.
c. Community resources may include, but are not limited to, a range of resources from community groups and associations,
government offices, and non-governmental organizations.

152
Interpret and Analyse
Students:
− analyse data, evidence, and information, applying the relevant concepts of political thinking (see
preceding chart)
− use different types of tools to help them interpret and analyse their data, evidence, and/or information
− identify the key points or ideas in each source
− analyse graphs, charts, and/or diagrams

Civics (Politics)
− construct graphs, charts, and/or diagrams to help them analyse the issue, event, development, and/or
policy they are investigating and/or the plan of action they are developing
− analyse their sources to determine the importance of an issue, event, development, plan of action,
and/or policy for communities, individuals, and/or groups, including different groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize data, evidence, and/or information, and make informed, critical judgements based on that
data, evidence, and/or information
− determine the short- and long-term impact of an issue, event, development, and/or policy on people
within various local, national, and/or global communities
− reach conclusions about their inquiry and support them with their data, evidence, and/or information
− make predictions based on their data, evidence, and/or information
− determine the ethical implications of an issue, policy, or action
− use criteria to determine appropriate forms of action, or to evaluate the impact of a plan of action
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, kinaesthetic) for different audiences and purposes
− communicate their arguments, conclusions, predictions, and/or plans of action clearly and logically
− use terminology and concepts related to politics and citizenship education correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

153
Civics and Citizenship, Grade 10
Open CHV2O

This course explores rights and responsibilities associated with being an active citizen
in a democratic society. Students will explore issues of civic importance such as healthy
schools, community planning, environmental responsibility, and the influence of social
media, while developing their understanding of the role of civic engagement and of
political processes in the local, national, and/or global community. Students will apply
the concepts of political thinking and the political inquiry process to investigate, and
express informed opinions about, a range of political issues and developments that
are both of significance in today’s world and of personal interest to them.

Prerequisite: None

OVERVIEW
The course has three strands. Instruction and learning related to the expectations in
strand A are to be interwoven with instruction and learning related to expectations from
the other two strands. Strand A must not be seen as independent of the other strands.
Student achievement of the expectations in strand A is to be assessed and evaluated
throughout the course.

Strand A
A: Political Inquiry and Skill Development

Overall Expectations

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of civic importance

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
investigations related to civics and citizenship education, and identify some careers in which
civics and citizenship education might be an asset
(continued)

155
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B and C. Aspects of the citizenship education framework found on
page 10 should also be considered when planning instruction.

Strands B–C
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Grade 10, Open

Political Thinking

B: Civic Awareness

B1. Civic Issues, Democratic Values: describe beliefs In a democratic society, What is the relationship
and values associated with democratic citizenship in people have different between people’s beliefs
Canada, and explain how they are related to civic action beliefs, which influence and values and their
and to one’s position on civic issues (FOCUS ON: Political their position and actions positions on civic issues?
Significance; Political Perspective) with respect to issues of
Why is it important to
civic importance.
understand how political
B2. Governance in Canada: explain, with reference An understanding of structures and processes
to a range of issues of civic importance, the roles and how various levels of work?
responsibilities of various institutions, structures, and government function and
figures in Canadian governance (FOCUS ON: Stability make decisions enables What are some ways in
and Change; Political Perspective) people to effectively which I can make my voice
engage in the political heard within the political
process. process?

B3. Rights and Responsibilities: analyse key rights People living in Canada In what ways does the
and responsibilities associated with citizenship, in both have rights and freedoms Canadian Charter of Rights
the Canadian and global context, and some ways in based in law; at the and Freedoms protect me?
which these rights are protected (FOCUS ON: Political same time, they have What responsibilities come
Significance; Objectives and Results) responsibilities associated with these rights?
with citizenship.

C: Civic Engagement and Action

C1. Civic Contributions: analyse a variety of civic Individuals and groups Why should I care about
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

contributions, and ways in which people can contribute of people can make a issues in my community?
to the common good (FOCUS ON: Political Significance; difference in the world.
What contributions can I
Stability and Change)
make to my community?
C2. Inclusion and Participation: assess ways in which People, including students,
people express their perspectives on issues of civic have various ways to voice What is the most effective
importance and how various perspectives, beliefs, and their points of view within way to voice my position
values are recognized and represented in communities the many communities to on a civic issue?
in Canada (FOCUS ON: Political Significance; Political which they belong. What can I do to make a
Perspective) difference in the world?
C3. Personal Action on Civic Issues: analyse a civic issue Through the critical How will I know whether
of personal interest and develop a plan of action to analysis of issues and the my actions have been
address it (FOCUS ON: Political Significance; Objectives creation of plans of action, effective?
and Results) students can contribute to
the common good.

* See page 14 for a discussion of the purpose of big ideas and framing questions.

156
A. POLITICAL INQUIRY AND SKILL
DEVELOPMENT

Civics and Citizenship

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of civic importance;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations
related to civics and citizenship education, and identify some careers in which civics and citizenship
education might be an asset.

SPECIFIC EXPECTATIONS
A1. Political Inquiry A1.3 assess the credibility of sources relevant to
their investigations (e.g., the reliability of the
Throughout this course, students will: evidence presented in a source; the purpose, CHV2O
intended audience, and context of a source; the
A1.1 formulate different types of questions to
bias, values, and expertise of the speaker/author)
guide investigations into issues, events, and/or
developments of civic importance (e.g., factual Sample questions: “Does this author back up
questions: What form of government does Canada his or her position with specific evidence or
have? What are my rights and responsibilities as data, or are the claims unsupported?” “What
a citizen in my local community?; comparative criteria might you use to help you determine
questions: What are the similarities and if a source is credible?” “Are there reasons to
differences in the positions of stakeholder groups think that this source might be biased in some
on an issue related to local transit in Ontario?; way?” “What ideas are presented in this inter-
causal questions: If I were to implement this view or news story? Do your other sources on
plan of action, what impact might it have on my this issue support these ideas? If not, which
community?) source do you think is the most reliable? Why?”

A1.2 select and organize relevant evidence, data, A1.4 interpret and analyse evidence, data, and
and information on issues, events, and/or information relevant to their investigations
developments of civic importance from a using various tools, strategies, and approaches
variety of primary and secondary sources appropriate for political inquiry (e.g., use a 5W’s
(e.g., primary sources: interviews, photographs, chart to help them begin to analyse the information
podcasts, speeches, statistics, surveys; secondary they have gathered; analyse their evidence for the
POLITICAL INQUIRY AND SKILL DEVELOPMENT
sources: investigative news stories, textbooks, points of view of different stakeholders and record
most websites), ensuring that their sources them on a web chart; assess the validity and rank
reflect multiple perspectives the importance of the points made in their sources;
collaborate with their peers to discuss, clarify, and
Sample questions: “If you were advocating for
compare positions on the issue)
recreational space for youth in your community,
why would it be important to gather statistics Sample questions: “What type of tool might
on the number of people in the local community help you clarify the different positions on an
and their ages? Are there people you might issue?” “If you were talking to people who
interview about the need for such a space?” were extremely passionate about an issue, what
“Why might political cartoons be a good source questions might you ask to get them to clarify
on the ideas of a political leader and the public and build on their ideas about the issue?” “What
response to those ideas?” approaches might one take to include ideas
on an issue from people whose voices are not
always heard?”

157
 A1.5 use the concepts of political thinking issue such as child poverty and links to relevant
(i.e., political significance, objectives and results, organizations; a discussion group on how best to
stability and change, political perspective) when foster healthy schools; a poster that highlights
analysing and evaluating evidence, data, and people’s civic responsibilities; a news report on a
information and formulating conclusions plan to build a big box store in the local community;
and/or judgments about issues, events, and/or a presentation on cultural celebrations of various
developments of civic importance (e.g., use the people within the local community; a protest song
concept of political significance when analysing to commemorate or raise awareness about a violation
the impact of the Canadian Charter of Rights and of human rights; a petition calling for clean,
Grade 10, Open

Freedoms on Canadian society; use the concept of safe water on First Nations reserves; a debate
objectives and results when analysing the intended on alternative electoral processes; a work of art
and unintended impact of a community-planning on the value of volunteer work)
decision; use the concept of stability and change
when analysing the results of an election; use the A1.8 use accepted forms of documentation
concept of political perspective when evaluating (e.g., footnotes or endnotes, author/date citations,
the positions of different stakeholder groups on bibliographies, reference lists) to acknowledge
how best to foster healthy schools and determining different types of sources (e.g., articles, blogs,
the values and beliefs that underpin these positions) books, films or videos, songs, websites)
Sample questions: “What does the term digital A1.9 use appropriate terminology when
footprint mean? Why is your digital footprint communicating the results of their investigations
significant? Do you think that the information (e.g., vocabulary specific to their topics; terms
you share on social media with your peers related to civics/citizenship education and to
would be interpreted differently by a potential the concepts of political thinking)
employer? Do you think the employer has a
right to access or restrict such information?”
“What are the objectives of the plan of action A2. Developing Transferable Skills
you are proposing to address an issue in your
school or local community? What did your Throughout this course, students will:
investigation reveal about unintended results
of other courses of action that were implemented A2.1 describe some ways in which political
to address this issue?” “What criteria can be inquiry can help them develop skills, including
used to assess the changes that have resulted the essential skills in the Ontario Skills Passport
from this decision taken by a local council?” (e.g., skills related to reading texts, writing, computer
“How might you determine whether your use, oral communication, numeracy, decision
student council represents the perspectives making, problem solving) and those related to
of all students in the school?” the citizenship education framework,* that can
be transferred to the world of work and/or to
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

A1.6 evaluate and synthesize their findings to everyday life

formulate conclusions and/or make informed
judgements or predictions about the issues, A2.2 demonstrate in everyday contexts attributes,
events, and/or developments they are skills, and work habits developed in civics and
investigating citizenship education (e.g., listen respectfully
to the position of others during conversations;
Sample questions: “When you assess the collaborate with peers to organize an event in
information you have gathered, what factor or their school; assess the credibility of information
factors stand out as being particularly important? in a news story; voice informed opinions when
What influence do these factors have on your engaging in discussions)
judgements with respect to this issue?” “What
have you learned from your investigation of Sample question: “What are some ways in
this event? Has your view of it changed over which you might demonstrate attributes that
the course of your investigation? If so, why?” are included in the citizenship education
framework?”
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.3 apply the concepts of political thinking
as appropriate for the intended audiences and when analysing current events and issues
purpose (e.g., a blog on the results of environmental involving Canada and the world (e.g., to
action in their school; a web page on a social justice understand the significance of an issue currently
before a human rights commission; to analyse

* The citizenship education framework appears on page 10.

158
the motives and objectives of a group proposing A2.4 identify some careers in which civics and
a course of action in response to a current social, citizenship education might be useful (e.g.,
political, or environmental issue; to predict Indigenous community development worker,
changes that a new government might make; civil servant, engineer, fundraiser for a charitable
to understand the perspectives of people engaged organization, international aid worker, lawyer,
in a protest currently in the news) municipal councillor, news reporter, researcher
Sample questions: “Why might it be useful to for a non-governmental organization [NGO])

Civics and Citizenship

apply the concept of stability and change when
considering what impact the election of a new
president of the United States might have on
Canada?” “When analysing the importance of
the Olympic Games, why should you consider
their political significance?” “Why might it
be useful to apply the concept of political
perspective when analysing the purpose of
and responses to a political summit such as
the G20?”

CHV2O

POLITICAL INQUIRY AND SKILL DEVELOPMENT

159
 B. CIVIC AWARENESS

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Open

B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship
in Canada, and explain how they are related to civic action and to one’s position on civic issues
(FOCUS ON: Political Significance; Political Perspective)
B2. Governance in Canada: explain, with reference to a range of issues of civic importance, the roles
and responsibilities of various institutions, structures, and figures in Canadian governance
(FOCUS ON: Stability and Change; Political Perspective)
B3. Rights and Responsibilities: analyse key rights and responsibilities associated with citizenship,
in both the Canadian and global context, and some ways in which these rights are protected
(FOCUS ON: Political Significance; Objectives and Results)

SPECIFIC EXPECTATIONS
B1. Civic Issues, Democratic Values B1.2 describe fundamental beliefs and values
associated with democratic citizenship in
FOCUS ON: Political Significance; Political Perspective Canada (e.g., rule of law; freedom of expression;
freedom of religion; equity; respect for human
By the end of this course, students will:
dignity, the rights of others, and the common
B1.1 describe some civic issues of local, national, good; social responsibility), and explain ways
and/or global significance (e.g., bullying in in which they are reflected in citizen actions
schools; violence in local communities; accessibility (e.g., voting, various protest movements and/or
of buildings in the local community for people with demonstrations, various ethnic or religious
disabilities; availability of recreational facilities celebrations or observances, organ donation,
in the local community; casino development; voter environmental stewardship, volunteer work)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

turnout; issues related to freedom of information, Sample questions: “In what ways does
taxation, water quality; Aboriginal treaty rights; volunteering reflect beliefs associated with
the impact of consumer choices; human rights citizenship in Canada?” “What is the difference
issues related to racism, child labour, the rights between equity and equality? Why is equity
of girls or women, homophobia, or classism; important?” “What beliefs/values underpin
intervention in foreign conflict), and compare movements initiated by Indigenous people,
the perspectives of different groups on selected such as Idle No More? What is the significance
issues of the actions taken by the people in this move-
Sample questions: “What are some privacy or ment?” “Why do some people not vote? What
safety issues related to the use of social media? is the significance of their lack of participation
Do they have an impact on the way you or your for Canadian citizenship?” “In what ways has
friends use social media?” “What positions are Canada’s history as a British colony influenced
being voiced in your community with respect the beliefs/values associated with Canadian
to a local transit issue?” “What are some different citizenship?”
views on the privatization of aspects of the
health care system in Canada?” “What are some B1.3 explain why it is important for people to
considerations that affect people’s consumer engage in civic action, and identify various
choices? Why might people who favour free reasons why individuals and groups engage
trade and those who favour fair trade differ in in such action (e.g., to protect their rights or the
the criteria they use when making these choices?” rights of others, to advocate for change, to protect
existing programs, to protect the environment, to

160
 achieve greater power or autonomy, out of a sense would it be more appropriate to contact your
of social justice or social responsibility, for ethical MP, your MPP, or your city or band councillor?
reasons, to protect their own interests) Why?” “Given his or her responsibilities, what
Sample questions: “What do you think is the issues would you like to discuss with your
most important reason for engaging in civic municipal or band councillor?” “Why might
action? Why?” “What role would civic action different levels of government have different
have in your ideal community? What would perspectives on the same issue? In what ways

Civics and Citizenship

communities be like if people did not engage might these diverse perspectives complicate
in such action?” the policy-making process? In what ways might
they enhance it?” “What are the main issues in
B1.4 communicate their own position on some current debates over Senate reform?”
issues of civic importance at the local, national,
and/or global level (e.g., equitable availability of B2.3 describe, with reference to both the federal
extracurricular activities in schools, a local land-use and provincial governments, the functions of
conflict, poverty or violence in the local community, the three branches of government in Canada
electoral reform, the debate over Sharia law in (i.e., executive, legislative, judicial) and the
Ontario, the level of Canada’s contribution to roles/responsibilities of key positions within
international development assistance, food security, governments (e.g., the governor general, a lieutenant
Aboriginal land rights), explaining how their governor, the prime minister, a premier, cabinet
position is influenced by their beliefs/values ministers, a leader of the opposition, a speaker, the
chief justice of the Supreme Court of Canada), and
explain how the branches help ensure political
B2. Governance in Canada and social stability in Canada
FOCUS ON: Stability and Change; Political Perspective Sample questions: “Who delivers the speech
from the throne in federal and/or provincial
By the end of this course, students will: parliaments? Why? What issues were highlighted CHV2O
in the latest throne speech in Ontario?” “What
B2.1 identify the political parties in Canada and responsibilities do cabinet ministers have?”
their position on the political spectrum, and “Why is it important that the judicial branch
explain how the beliefs/values that underpin operate independently of the other two
them may affect their perspectives on and/or branches?” “What roles do the three branches
approaches to issues of civic importance play in the law-making process in Canada?
(e.g., social programs, taxation, trade, Indigenous What are some ways in which you could
self-government, the status of Quebec, economic participate in that process?” “Based on your
development, environmental protection, criminal inquiry, what similarities and differences do
justice) you see in the branches of government in
Canada and Britain?”
Sample questions: “What are the positions of
different political parties on the issue of climate
B2.4 explain, with reference to issues of civic
change? How might you account for the differ-
importance, how various groups and institutions
ences?” “Why was the Conservative Party of
(e.g., lobby groups, unions, the media, NGOs,
Canada created? In what ways is it similar
international organizations) can influence
to or different from the former Progressive
government policy
Conservative Party?” “Where would you place
the Green Party on the political spectrum? Why?” Sample questions: “What is a current issue on
“What are the positions of different political which groups are lobbying the government?
parties on ‘inherent’ Aboriginal rights? What Whose interests do these groups represent?”
do these differences tell you about differences “How important a role do you think the media
in beliefs/values in these parties?” play in swaying public opinion on social/political
issues? Whose opinions do you think the media
B2.2 explain, with reference to issues of civic reflect?” “Why has Amnesty International been
importance, the roles and responsibilities investigating missing and murdered women in
of different levels of government in Canada Canada? Who are these women? What does this
(e.g., federal, provincial and territorial, municipal, NGO hope to accomplish by drawing attention
Indigenous governments) and of key figures at to their disappearance?”
CIVIC AWARENESS

each level (e.g., members of Parliament [MPs],

senators, members of provincial Parliament [MPPs], B2.5 identify Canada’s form of government and
premiers, mayors, municipal councillors, chiefs, demonstrate an understanding of the process of
band councillors, Métis Senators) electing governments in Canada (e.g., the first-
past-the-post electoral system, riding distribution,
Sample questions: “If you were concerned
about a social issue in publicly funded schools,
161
 voters’ lists, how elections are called, campaigning, Ontario, students must complete community
candidates’ and party leaders’ debates, advance involvement hours?” “What are your respon-
polls, election day procedures) sibilities as a Canadian citizen? In what ways
Sample questions: “What is the significance of will these change or develop as you get older?”
the queen in Canada’s constitutional monarchy?”
B3.3 explain how the judicial system and other
“What is the process by which someone becomes
institutions and/or organizations help protect
premier or prime minister?” “Why does the
the rights of individuals and the public good in
popular vote not always give a clear indication
Canada (e.g., with reference to the courts, trials,
of the number of seats won by the parties?”
Grade 10, Open

juries, sentencing circles, human rights tribunals,

“What role does Elections Canada play in the
commissions of inquiry, the media, NGOs and
election process?” “What impact can technology
social enterprises)
have on electoral processes?” “How and why
might a majority government govern differently Sample questions: “What supports and
than a minority government?” “Given its mechanisms are in place in your school
geographic size and population, do you think and/or local community to help protect the
your region’s ridings are fairly distributed?” rights of individuals?” “What protections does
“Do you think that polls published in the the Canadian legal system offer you? What
media can have an impact on election results? impact does it have on your everyday life?”
Why or why not?” “What responsibility does the community
have for integrating offenders back into society?”
“What is the role of the Children’s Aid Society?”
B3. Rights and Responsibilities “Are there groups of people that need more
FOCUS ON: Political Significance; Objectives and support than others to protect their rights?
Why or why not?”
Results

By the end of this course, students will: B3.4 analyse rights and responsibilities of
citizenship within a global context, including
B3.1 demonstrate an understanding that those related to international conventions,
Canada’s constitution includes different laws, and/or institutions (e.g., the United
elements, and analyse key rights of citizenship Nations Universal Declaration of Human Rights
in the constitution, with particular reference to [1948], Convention on the Rights of the Child
the Canadian Charter of Rights and Freedoms [1989], Rio Declaration on Environment and
(e.g., voting rights, mobility rights, language Development [1992], or Declaration on the Rights
rights, equality rights, right to privacy, rights of Indigenous Peoples [2007]; the International
of Aboriginal people) Criminal Court)
Sample questions: “Besides the Charter of Sample questions: “What are the main similarities
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Rights and Freedoms, what other documents between the rights and responsibilities associated
are part of the Canadian constitution?” “What with citizenship in Canada and those associated
section of the Charter do you value the most? with citizenship in the global community?
Why?” “What is the difference between a free- What are the main differences?” “What role
dom, a right, and a responsibility?” “What are or responsibility does an individual have in
some challenges to Canadians’ right to privacy helping to protect the global commons such
presented by new technological developments?” as air and water?” “Does digital technology
“What rights of citizenship are represented by present a challenge to the rights and/or respon-
a passport? Should the government be able to sibilities of citizenship in a global context?
rescind a passport?” Why or why not?” “What was the objective
of the UN Declaration of Human Rights? Do
B3.2 analyse key responsibilities associated with all people enjoy the rights embodied in that
Canadian citizenship (e.g., voting, obeying the document?” “What are the issues surrounding
law, paying taxes, jury duty, protecting Canada’s Haudenosaunee passports?”
cultural heritage and natural environment, helping
others in the community) B3.5 identify examples of human rights violations
around the world (e.g., hate crimes, torture,
Sample questions: “Should people be fined if genocide, political imprisonment, recruitment
they do not vote? Why or why not?” “At what of child soldiers, gender-based violence and
age do you think people are responsible enough discrimination), and assess the effectiveness of
to vote?” “Why is paying one’s taxes an import- responses to such violations (e.g., media scrutiny;
ant responsibility?” “Why do you think that, government sanctions; military intervention;
in order to earn a secondary school diploma in

162
regional, national, and/or international tribunals;
boycotts; pressure from governments and/or NGOs)
Sample questions: “What legal processes are in
place to address human rights issues, both in
Canada and globally?” “What are some of the
issues addressed by the Ontario Human Rights
Commission? Has the commission dealt with

Civics and Citizenship

any cases that have a direct impact on you
and/or your community?” “What are some
NGOs that deal with human rights abuses?
What limitations do they face?” “Should people
be charged with war crimes if they were ‘just
following orders’?” “What criteria should be
used to determine whether Canadians should
actively respond to human rights abuses in
other countries?”

CHV2O

CIVIC AWARENESS

163
 C. CIVIC ENGAGEMENT AND ACTION

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Open

C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can
contribute to the common good (FOCUS ON: Political Significance; Stability and Change)
C2. Inclusion and Participation: assess ways in which people express their perspectives on issues of
civic importance and how various perspectives, beliefs, and values are recognized and represented
in communities in Canada (FOCUS ON: Political Significance; Political Perspective)
C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of
action to address it (FOCUS ON: Political Significance; Objectives and Results)

SPECIFIC EXPECTATIONS
C1. Civic Contributions NGO; by writing to or speaking with their city or
band councillor, MPP, or MP to request action on
FOCUS ON: Political Significance; Stability and Change an issue)
By the end of this course, students will: Sample questions: “When you brainstormed
with other students, what are some ways you
C1.1 assess the significance, both in Canada and identified for making a contribution in the
internationally, of the civic contributions of community? Which of these appeal to you?
some individuals (e.g., Shawn Atleo, Maude Why?” “Are there food banks and/or community
Barlow, Mohandas K. Gandhi, Elijah Harper, gardens in your community? What are some
Craig Kielburger, Martin Luther King, Jr., Cardinal ways in which you could get involved with
Paul Émile Léger, Stephen Lewis, Nelson Mandela, them?”
Aung San Suu Kyi, David Suzuki) and organiza-
tions, including NGOs and social enterprises C1.3 explain how various actions can contribute
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

(e.g., Amnesty International, L’Arche Canada, to the common good at the local, national, and/
Democracy Watch, Free the Children, International or global level (e.g., engaging in a non-violent
Federation of Red Cross and Red Crescent Societies, protest can heighten awareness of an issue and
Inuit Circumpolar Conference, Métis Nation of pressure for change; buying fair trade products
Ontario, Ontario Federation of Indian Friendship helps ensure that producers are fairly compensated
Centres, Samara Canada, Spread the Net, SoChange, for the products they produce; the organized
World Wildlife Federation, Youth in Philanthropy boycotting of products can pressure corporations
Canada) to change irresponsible practices; donating to a
development NGO can help improve the lives of
C1.2 describe a variety of ways in which they people affected by a natural disaster or enhance
could make a civic contribution at the local, health care in developing countries; canvassing
national, and/or global level (e.g., by serving or fundraising for an organization that works for
on student council or on an organization offering social justice can raise people’s awareness of issues
support to students who are being bullied; by related to inequity or human rights abuses)
reducing the amount of solid waste they generate
Sample questions: “In what ways does using
and by properly disposing of hazardous waste;
public transit, biking, or carpooling contribute
by volunteering at a food bank, retirement home,
to the common good?” “What are some signifi-
hospital, humane society, or recreational facility
cant changes in your local community that have
in the local community; by donating blood; by
been brought about as a result of citizen action?”
participating in community clean-up or tree-planting
“What impact can consumers’ choices have on
days; by raising funds for a charity or a development
the natural environment?”

164
 C2. Inclusion and Participation C2.3 describe various ways in which people can
access information about civic matters (e.g.,
FOCUS ON: Political Significance; Political Perspective websites of governments, political parties, NGOs,
or other groups and/or institutions; social media;
By the end of this course, students will:
meetings organized by elected representatives;
C2.1 analyse ways in which various beliefs, newspapers or newscasts), and assess the
values, and perspectives are represented in effectiveness of ways in which individuals

Civics and Citizenship

their communities (e.g., with reference to different can voice their opinions on these matters (e.g.,
racial, ethnic, and/or religious groups; people by contacting their elected representatives, being
with various political beliefs and/or social values; part of a delegation to speak on an issue under
people from different age groups; men and women; consideration by city council, organizing a petition,
First Nations, Inuit, or Métis people; people in voting, making a presentation to a commission of
lesbian, gay, bisexual, and transgender [LGBT] inquiry, participating in a political party or interest
communities; environmentalists; people with group; by expressing their views through the
disabilities; people from different professions media, including social media, or at a town-hall
and/or economic circumstances; recent immigrants meeting; through court challenges; through art,
and new Canadians; business people), and assess drama, or music)
whether all perspectives are represented or are Sample questions: “What are some ways in
valued equally which a person can communicate his or her
Sample questions: “What are some ways position on an environmental issue?” “What
in which various student perspectives are do you think is the most effective way for you
represented in our school? Do you feel like to get your ideas heard in our school?” “What
your voice is heard?” “What cultural festivals criteria might you use to determine the most
are celebrated in your community? Whose effective way to voice your position on a social
beliefs and values do they reflect?” “What justice issue?”
religious structures are in your community? CHV2O
What do they tell you about respect for diversity
in the community?” “Why might some people’s
C3. Personal Action on Civic Issues
perspectives be valued more than those of FOCUS ON: Political Significance; Objectives and
others? What are some ways to address this Results
inequity? What action could be taken to ensure
that marginalized voices are heard?” By the end of this course, students will:

C2.2 describe ways in which some events, issues, C3.1 analyse a civic issue of personal interest,
people, and/or symbols are commemorated or including how it is viewed by different groups
recognized in Canada (e.g., by war memorials Sample questions: “What current civic issue is
and Remembrance Day services; through citizen- important to you? Who are the people and/or
ship awards such as the Order of Canada; by organizations involved in this issue? What
depicting them on postage stamps or currency; in views do they have on it? Do you think there
museums; on public plaques; by naming streets or might be other perspectives on this issue that
public spaces after them; through observances such are not commonly heard? Which level or
as Black History Month, Fête nationale du Québec, levels of government would be responsible
Flag Day, Holocaust Day, Holodomor Memorial for addressing this issue?”
Day, Human Rights Day, Labour Day, National
Aboriginal Day, Persons Day, Pride Week, Victoria C3.2 propose different courses of action that
Day), and analyse the significance of this could be used to address a specific civic issue
recognition (e.g., a public awareness campaign, a plan for local
Sample questions: “What do you think are action, a campaign to pressure for political action),
the most important regional or national and assess their merits
CIVIC ENGAGEMENT AND ACTION

symbols in Canada? Who or what do they Sample questions: “When you consider the
represent?” “Do you think there are people in various courses of action proposed to address
your local community or in Canada whose civic this issue, how would you rank them from
contribution has not been formally recognized easiest to most difficult to carry out?” “Which
but should be? Why and how do you think option do you think would have the greatest
they should be acknowledged?” “What criteria impact?” “Would you be able to carry out,
do you think should be used when deciding or participate in, any of these courses of
which events or people to formally recognize?” action?”

165
 C3.3 develop a plan of action to implement
positive change with respect to a specific civic
issue, and predict the results of their plan
Sample questions: “What is the main goal of
your plan? How do you intend to accomplish
that goal? What changes do you anticipate will
result from specific strategies in your plan?”
“Which people, organizations, and/or govern-
ments would be most likely to embrace your
Grade 10, Open

plan? How might you engage them?”

C3.4 develop criteria that could be used to assess

the effectiveness of their plan of action if it were
implemented
Sample questions: “How would you know
if your plan were achieving its objectives?”
“How would you determine if your plan were
making a positive difference?” “How might
you respond if things did not go as planned?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

166
APPENDIX A
THE GOALS OF SOCIAL STUDIES, ECONOMICS, AND LAW
The charts on pages 6–7 identify the vision and overall goals of the elementary and
secondary program in social studies, history, geography, and Canadian and world studies,
as well as the specific goals for the three subjects that constitute the program in Grade 9
and 10 Canadian and world studies (geography, history, and politics [civics]). This appendix
identifies the goals of economics and law, the subjects that, along with geography, history,
and politics, constitute the Canadian and world studies program in Grades 11 and 12. It
also identifies the goals of social studies in the elementary curriculum, as all the subjects
in the Grade 9–12 Canadian and world studies program are represented to some extent
in the interdisciplinary subject of social studies.

Goals of Social Studies (Grades 1–6) – Developing a sense of who I am, and who we are
Where have I come from? What makes me belong? Where are we now? How can I contribute
to society?

Students will work towards:

• developing an understanding of responsible citizenship;
• developing an understanding of the diversity within local, national, and global communities,
both past and present;
• developing an understanding of interrelationships within and between the natural
environment and human communities;
• developing the knowledge, understanding, and skills that lay the foundation for future
studies in geography, history, economics, law, and politics;
• developing the personal attributes that foster curiosity and the skills that enable them
to investigate developments, events, and issues.

Goals of Economics (Grades 11–12) – Developing a sense of value

What do we value? How do we determine the worth of goods and services? What are their costs?
What are their benefits?

Students will work towards:

• developing an understanding of how scarcity and wealth affect individual and collective
choices, and assessing the trade-offs that can influence and/or arise from these choices;
• analysing the application of economic models, and assessing the factors that can influence
economic decisions;
• analysing how competing stakeholders influence economic policies, and assessing the
impact of these policies on different stakeholders;
• developing an understanding of the basic needs and wants of people and that people’s
needs should be respected when economic decisions are made.

167
 Goals of Law (Grades 11–12) – Developing a sense of fairness and justice
What are our rights and responsibilities? How does society create its rules? What structures can
people use to address conflict?

Students will work towards:

• developing an understanding of the fundamental principles of justice as well as the
relevance of law to society and to the daily lives of individuals;
• analysing the role of law in determining and upholding the rights and responsibilities
of all people, and assessing the impact of the law and legal systems in people’s lives;
Appendix A

• developing an understanding of the role of the justice system in a healthy democracy

and the contribution of individuals and groups to the evolution of law;
• analysing issues and managing conflict in their own lives through the application of
legal reasoning.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

168
APPENDIX B
THE CITIZENSHIP EDUCATION FRAMEWORK
The citizenship education framework that is represented on page 10 in a circular graphic
is recast here in tabular form, suitable for screen readers and potentially useful for teach-
ers when preparing instruction. Each of the four main elements of citizenship education –
active participation, identity, attributes, and structures – is addressed in a separate table.
Readers are encouraged to refer to the introductory text at the bottom of page 9 when
using this appendix.

Structures – Power and systems within societies

Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Develop an understanding of the importance of rules
•  • democracy
and laws • self-determination
• 
Develop an understanding of how political, economic, • rules and law
and social institutions affect their lives • institutions
• 
Develop an understanding of power dynamics • power and authority
• 
Develop an understanding of the dynamic and complex • security
relationships within and between systems • systems

Active Participation – Work for the common good in local, national, and global
communities
Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
• Voice informed opinions on matters relevant to their • decision making and
community voting
• Adopt leadership roles in their community • influence
• Participate in their community • conflict resolution and
• Investigate controversial issues peace building
• Demonstrate collaborative, innovative problem solving • reconciliation
• Build positive relationships with diverse individuals and • reciprocity
groups • advocacy
• stewardship
• leadership
• volunteering

169
 Identity – A sense of personal identity as a member of various communities
Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Identify and develop their sense of connectedness to local,
•  • interconnectedness
national, and global communities • beliefs and values
• 
Develop a sense of their civic self-image • self-efficacy
• 
Consider and respect others’ perspectives • culture
• 
Investigate moral and ethical dimensions of developments, • perspective
events, and issues • community
Appendix B

• relationships

Attributes – Character traits, values, habits of mind

Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Explore issues related to personal and societal rights and
•  • inclusiveness
responsibilities • equity
• 
Demonstrate self-respect, as well as respect and empathy • empathy and respect
for others • rights and responsibilities
Develop attitudes that foster civic engagement
•  • freedom
• 
Work in a collaborative and critically thoughtful manner • social cohesion
• justice
• fairness
• truth
• citizenship
• collaboration and
cooperation
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

170
APPENDIX C
MAP, GLOBE, AND GRAPHING SKILLS – A CONTINUUM
The charts on the following pages identify a continuum for the purposeful introduction
from Grade 1 through Grade 12 of (1) universal map and globe skills, and (2) universal
graphing skills. Students need these skills in order to be spatially literate, to communicate
clearly about “place”, and to develop a sense of place. The charts show the progression
of spatial skills in the social studies, history, geography, and Canadian and world studies
programs. The first chart, Map and Globe Skills, is divided into (A) Map Elements, and
(B) Spatial Representation.

All these skills should be taught in an issue-based context, and not as an end in themselves.
They can be used at many stages of the inquiry process, helping students gather, organize,
and analyse data and information, both visual and written, and communicate their findings.

Map, globe, and graphing skills can be used in the following ways:
• to extract information and data: students read maps, globes, and graphs to locate
information and/or data
• to analyse information and data: students process information and/or data from
maps, globes, and graphs
• to construct maps and graphs: students create maps and graphs to help them analyse
and communicate information and/or data and solve problems

It is important to note that map, globe, and graphing skills can be linked to skills related
to literacy, mathematical literacy, and technology.

171
172
Appendix C

1. MAP AND GLOBE SKILLS

A. Map Elements
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
Title • uses the title to identify the purpose of a map
Legend • uses appropriate pictorial representations to convey meaning (e.g., photographs of a playground, library, school)
• uses colour to represent particular elements (e.g., a park, an ocean)
• uses colour to represent common characteristics of an area (e.g., the same provincial, territorial, and/or national
area, the same physical landforms, similar temperatures, settlement by a particular group)
• uses symbols to represent places on print and digital maps (e.g., a dot to represent cities, a square with a flag to
represent a school)
• uses labels with different font sizes and styles to indicate hierarchy of cities, countries, continents
• uses colour and contour lines to show elevation
• uses lines (e.g., isotherms, isobars) to
connect places with common physical
characteristics
• uses proportional representation for
symbols (e.g., size of flow arrows, size of
populations circles)
• determines and uses appropriate intervals
for data to communicate intended
messages
• uses appropriate
elements of
a legend to
communicate
intended
messages
Direction • uses relative direction (e.g., right, left, in front, behind) to explain location and movement
• uses cardinal compass points (i.e., N, S, E, W) to provide direction
 1. MAP AND GLOBE SKILLS (continued)
A. Map Elements (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Direction (continued) • uses intermediate cardinal compass points (i.e., NE, NW, SE, SW) to provide direction
• is able to orient a map
• makes connections
between degree
bearings and
cardinal compass
points to provide
direction
Scale • uses non-standard units of measurement (e.g., footprints, blocks, houses)
• uses relative distance (e.g., near, far, further) to describe measurement
• uses standard units (e.g., metre, kilometre) to measure distance
• uses absolute distance (e.g., measures distance on a map, uses a measuring tool on a digital map)
• uses large- to small-scale maps, as
appropriate, to investigate a specific area
• determines
appropriate scale
and intervals to
communicate
intended messages
Location • uses relative location (e.g., near, far, up, down) to describe the location of a person or object
• locates hemispheres, poles, and the equator on a map or globe
• uses number and letter grids to locate something on a map
• uses latitude and longitude to locate something on a map or globe
• understands time zones
• uses locational technologies (e.g., compass, GPS)
173
174
Appendix C

1. MAP AND GLOBE SKILLS (continued)

B. Spatial Representation
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
Map types (e.g., • extracts information from and creates sketch maps (e.g., showing a local neighbourhood, the layout of a classroom)
sketch, thematic, • creates 2D maps of familiar surroundings
topographic) • creates 3D models using blocks and toys
• extracts information from, analyses, and creates thematic maps, including the following:
− political (e.g., Canada’s political regions, countries of the world)
− physical (e.g., climate, landforms)
− historical (e.g., settlement patterns)
− land use (e.g., community features)
• extracts information from, analyses, and creates digital maps (e.g., online interactive)
• extracts information from, analyses, and creates thematic maps, including the following:
− demographic (e.g., population distribution)
− flow (e.g., movement of people)
− issue-based (e.g., pollution or poverty in Canada)
− annotated (e.g., illustrating an aspect of student inquiry)
• extracts information from, analyses, and creates increasingly
complex thematic maps, including the following:
− demographic (e.g., population density, literacy rates)
− physical (e.g., frequency of natural events)
• extracts information from and analyses topographic maps
• extracts information from, analyses, and
creates increasingly complex thematic
maps, including the following:
issue-based maps layering two or more
themes (e.g., population density and
CO2 emissions; population settlement
and weather events)
 1. MAP AND GLOBE SKILLS (continued)
B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Map types (e.g., • uses and creates
sketch, thematic, appropriate types
topographic) of maps to analyse
(continued) data and
communicate
intended messages
Image types • extracts information from and analyses photographs of familiar places and sites (e.g., schoolyard, local community)
• extracts information from and analyses the following images:
− photographs of unfamiliar places and sites
− aerial images (e.g., satellite images, photographs taken from a plane)
• extracts information from and analyses
remote sensing images (e.g., showing urban
growth, water pollution, vegetation disease)
• extracts
information/data
from various
image types
• uses various
image types to
communicate
intended messages
Geographic • selects and uses appropriate base maps for chosen locations and
information for specific inquiry
systems (GIS) • uses pre-selected layer content required for inquiry
• interprets and analyses information from layers placed on map
175
176
Appendix C

1. MAP AND GLOBE SKILLS (continued)

B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Geographic • chooses the appropriate data to create a
information map for a specific purpose
systems (GIS) • determines and selects layer content
(continued) required for a specific inquiry
• interprets and analyses a GIS generated map
• uses a GIS generated map to communicate
ideas and recommendations
• generates data
from various
sources (e.g., GPS,
statistics, surveys)
• creates layers
relevant to a
specific inquiry
• applies GIS to solve
problems and make
recommendations
Plan types • analyses land-use plans (e.g., community
and regional plans, official site plans)
• extracts and
analyses
information/data
from various plan
types
• uses various
plan types to
communicate
intended messages
 1. MAP AND GLOBE SKILLS (continued)
B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Globes • locates key reference points (e.g., poles, equator)
• identifies hemispheres
• locates selected countries and cities
Projections and • understands the distortions in various map
map perspectives projections (e.g., Mercator, Peters, Lambert)
• uses various
projections to
communicate
intended messages
about data and
information
177
178
Appendix C

2. GRAPHING SKILLS
Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
• extracts information from, analyses, and creates:
− pictographs
− tallies
• extracts information from, analyses, and creates:
− bar graphs
− line graphs
• extracts information from, analyses, and creates:
− double bar graphs
− multiple line graphs
− climate graphs
• uses computer technology (e.g., graphing software and online programs) to create graphs
• extracts information from, analyses, and creates:
− scatter graphs
− population pyramids
− circle graphs
− stacked bar graphs
− cross-sectional profiles
• uses appropriate
graphs to
communicate
data, make
recommendations,
and solve problems
 GLOSSARY
The definitions provided in this glossary are specific to the curriculum context in which the terms are used.

Note: The definitions of terms marked with an asterisk (*) are reproduced with the permission of
the Minister of Public Works and Government Services Canada, 2012. Courtesy of the Department
of Canadian Heritage.

Aboriginal title. The inherent right of Indigenous antisemitism. The opposition to, and hatred of,
peoples to their lands. The Canadian legal system Jews throughout history.
recognizes Aboriginal title as sui generis – that is,
as a right to that derives from Indigenous peoples’ aquifer. A large, natural reservoir underground.
occupation of the land since time immemorial.
arable land. Land that can be used for growing
absolute location. The location of a point on crops. It is rich in nutrients, has a fresh water
Earth’s surface that can be expressed by a grid supply, and is located in a suitable climate.
reference (e.g., by latitude and longitude).
artefact. An item (e.g., a tool, weapon, household
acid precipitation. Any form of precipitation, utensil, etc.) made by people in the past and
including rain, fog, and snow, that is more acidic used as historical evidence.
than normal. Acid precipitation is determined
Assembly of First Nations (AFN). A national
by its pH level; the lower the pH the more acidic
representative organization of the First Nations
and damaging it is.
in Canada. Formerly known as the National
advocacy group. See stakeholder. Indian Brotherhood, it became the Assembly
of First Nations in 1982. Each band council in
aggregate. A coarse material that includes gravel, the country elects a chief to participate in an
crushed stone, and sand. The major component annual general assembly of the AFN. A national
in concrete and asphalt, it is generally used chief is elected every three years by the Chiefs-
in construction and is the most heavily mined in-Assembly.
material in the world.
band. Defined by the Indian Act, in part, as “a
alternative energy source. An alternative to such body of Indians … for whose use and benefit in
conventional energy sources as fossil fuels and common, lands … have been set apart”. Each
nuclear power. Common alternative energy band has its own governing band council, usually
sources include solar, wind, hydrogen, fuel cell, consisting of a chief and several councillors.
and tidal power. The members of the band usually share common
values, traditions, and practices rooted in their
annotated map. A map that includes a collection language and ancestral heritage. Today, many
of notes about a specific location or an event bands prefer to be known as First Nations. See
that happened at a specific location. See also also First Nations.
map.

179
 band council. A governance structure that is Canadian Shield. A vast landform region
defined and mandated under the provisions that extends from the Great Lakes and the
within the Indian Act. A band council of a St. Lawrence River to the Arctic Ocean, covering
First Nation consists of an elected chief and almost half of Canada. It is characterized by
councillors. See also band. Precambrian rock that is rich in minerals.

bias. An opinion, preference, prejudice, carbon offset. A way in which an emitter of

or inclination that limits an individual’s or greenhouse gases can prevent its emissions
group’s ability to make fair, objective, or from increasing atmospheric greenhouse gas
accurate judgements. concentrations by paying someone else to
reduce, avoid, or absorb an equal quantity
birth rate. The number of live births per thousand of emissions.
people in one year.
cardinal directions. The four major points of the
boreal forest. A zone dominated by coniferous compass – N, S, E, and W. Cardinal directions
trees. Canada’s largest biome, occupying can be subdivided into intermediate directions –
35 per cent of the total Canadian land area NE, SE, NW, SW. Cardinal and intermediate
and 77 per cent of Canada’s total forest land, directions are elements of mapping.
is boreal forest.
census metropolitan area (CMA). A statistical
branches of government. In Canada, the three area classification, a CMA consists of one or
branches – executive, legislative, and judicial – more neighbouring municipalities situated
that make up the federal and provincial around a major urban core. A CMA must have
governments. See also executive branch; a total population of at least 100,000 of which
judicial branch; legislative branch. 50,000 or more live in the urban core. As of 2011,
there were 33 CMAs in Canada, which range in
branch plant. Historically, a factory or office
size from Toronto (the largest) to Peterborough
built in Canada by an American parent company
(the smallest).
whose head office remained in the United States.
Branch plants were created primarily to avoid chief. One of many types of leaders, informal
tariffs. They are now a global phenomenon. See and formal, in First Nations, Métis, and Inuit
also multinational corporation.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

societies, governments, and traditional govern-

ance structures, past and present. Currently,
built environment. Features of the human
under the Indian Act, there is an imposed
environment that were created or altered by
governing system on reserves requiring each
people (e.g., cities, transportation systems,
band to elect a chief and up to 12 councillors
buildings, parks, recreational facilities, landfill
for a term of two years. See also Indian Act.
sites). See also human environment.
choropleth map. A map in which graded colours
bylaw. A law or rule passed by a municipal
are used to illustrate the average values for
council and applicable to that municipality.
or quantities of something (e.g., population
Canadian Charter of Rights and Freedoms. A density, quality of life indicators, fresh water
part of the Constitution Act, 1982, the Charter resources) in specific areas. See also map.
guarantees Canadians fundamental freedoms
citizen. An inhabitant of a city, town, or country;
as well as various rights, including democratic,
also, a person who is legally entitled to exercise
mobility, legal, and equality rights. It recognizes
the rights and freedoms of the country in which
the multicultural heritage of Canadians, and
he or she lives.
protects official language rights and the rights
of Aboriginal Canadians.

180
citizenship. An understanding of the rights colonialism. The policy of establishing political
of citizens within various communities (local, control by one nation over another nation or
national, and global), and of the roles, respon- region, sending settlers to claim the land from
sibilities, and actions associated with these the original inhabitants, and taking its resources.
rights. It is a philosophy of domination, which involves
the subjugation of one or more groups of people
civics. A branch of politics that focuses on the to another. See also colonization; imperialism.
rights and responsibilities of citizenship. See
also citizenship. colonization. The process in which a foreign
power invades and dominates a territory or
clan. A system of kinship or extended family land base inhabited by indigenous peoples by
used by various First Nations peoples. Clans are establishing a colony and imposing its own
usually represented by mammals, birds, or fish social, cultural, religious, economic, and political
that signify each clan’s unique roles and respon- systems and values. A colonized region is called
sibilities in the community. Clans can be either a colony. See also colonialism.
matrilineal or patrilineal.
command economy. An economic system in
clan mother. In a matrilineal system, the female which the government owns and controls all
head of a clan/family, a role that is passed down facets of the economy. See also economic system.
hereditarily. The clan mother has the right to
nominate the candidate who will replace the commodity. A good or service purchased or
chief when he dies, as well as to remove the used by consumers.
chief’s authority if his actions do not support
the welfare of the clan. The clan mother possesses common good. The well-being of all or most
cultural knowledge and commitment to her of the people in a community or society as well
nation. as of components of the natural environment.
Factors such as peace, justice, economic fairness,
climate. The average weather conditions of an and respect for human rights and the environment
area over an extended period of time. See also contribute to the common good.
weather.
community/communities. A group of people who
climate change. A significant change in the have shared histories, culture, beliefs, and/or
average state of Earth’s climate that persists for values. Communities can also be identified on
several decades or more. It can be caused either the basis of shared space, ethnicity, religion,
by natural factors or by human activities that al- and/or socio-economic status. A person may
ter the composition of the atmosphere or change belong to more than one community (e.g., a school
major characteristics of the land surface, as community, town, ethnic group, nation, etc.).
when forests are replaced by farmland. Climate
change can affect a number of weather charac- Confederation. The federal union of all the
teristics, such as temperature, precipitation, Canadian provinces and territories.
and wind patterns, as well as the occurrence
constitution.* A set of rules that define the
of severe weather.
political principles, the institutions, the powers,
climate graph. A graph that combines average and the responsibilities of a state. The Canadian
monthly temperature (presented as a line graph) Constitution is made up of three elements:
and precipitation data (presented as a bar graph) written constitution, legislation, and unwritten
for a particular place. constitution (rules of common law and conven-
tions). See also Canadian Charter of Rights and
clustered settlement pattern. A closely spaced Freedoms; constitutional convention.
GLOSSARY

grouping of houses, towns, or villages.

181
 constitutional convention.* Well-established or representative, democracy such as Canada,
customs or practices that have evolved over elected representatives vote on behalf of their
time and are integral aspects of the Canadian constituents.
system of government even though they are not
specifically mentioned in the Constitution. See demographics. Statistics describing the character-
also constitution. istics of an area’s population, including those
relating to age, sex, income, and education.
constitutional monarchy.* A form of government
in which executive (Crown) powers are exercised desertification. The process by which arable
by or on behalf of the sovereign and on the basis land becomes desert, as a result of factors
of ministerial advice. Canada is a constitutional such as a decline in average rainfall over time,
monarchy. deforestation, and/or poor agricultural practices.

country wives. Indigenous women who became DEW Line. The Distant Early Warning Line was
common-law wives of European men during a series of radar stations that were set up in the
the fur trade era. Arctic during the Cold War to provide a notice of
attacks on North America by missiles or aircraft.
Covenant Chain Wampum. A series of alliances
between the Haudenosaunee and Europeans digital footprint. A trail of information a person
that were based on Haudenosaunee governance leaves when using digital devices. It enables
structures and represented in a wampum belt. It third parties to access data such as an individual’s
is referred to as a chain to symbolize the linking Internet Protocol (IP) address, the Internet sites
of both parties in the alliance and their promise that person has visited, and comments he or she
to renew the relationship by polishing the chain has made.
whenever it tarnishes.
digital representations. Computer-based
Crown corporations.* Corporations in which the representations of the world in which spatial
government, be it at the national or provincial characteristics are represented in either 2D or
level, has total or majority ownership. Organized 3D format. These representations can be accessed
on the pattern of private enterprises, they have and applied using online mapping software or
a mandate to provide specific goods and/or interactive atlases.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

services.
disparity. The unequal distribution of funds,
Crown land.* Land belonging to the government, food, or other commodities or resources among
whether in the national or provincial jurisdiction. groups, regions, or nations. Indicators of economic
wealth are often used when assessing disparity.
culture. The customary beliefs, values, social
forms, and material traits of an ethnic, religious, diversity. The presence of a wide range of
or social group. human qualities and attributes within a group,
organization, or society. The dimensions of
death rate. The number of deaths per thousand diversity include, but are not limited to, ancestry,
people in one year. culture, ethnicity, gender identity, language,
physical and intellectual ability, race, religion, sex,
deforestation. The destruction and removal of a sexual orientation, and socio-economic status.
forest and its undergrowth by natural or human
means. Doctrine of Discovery. A concept embedded
in a 1493 papal bull, the doctrine stated that
democracy. A form of government in which any lands inhabited by non-Christians could
laws are made by a direct vote of the citizens be acquired on behalf of Europe. The Doctrine
(direct democracy) or by representatives on of Discovery became a key foundation for
their behalf (indirect democracy). In an indirect, European claims to lands outside of Europe.

182
drainage basin. The area drained by a river enemy aliens. Historically, people residing
system. in Canada who were citizens of states at war
with this country. In World War I, the majority
ecological footprint. The impact of human of people classified as enemy aliens were of
activities on the environment, measured in Ukrainian descent; they were either interned
terms of biologically productive land and or forced to carry identity papers and report
water that is used to produce the goods people regularly to the police. In World War II, the
consume and to assimilate the waste they majority of people classified as enemy aliens
generate. An ecological footprint can be were of Japanese descent; many Japanese
calculated at the individual, community, Canadians were rounded up and sent to
national, or global level. camps and had their property confiscated.

economic indicator. A statistical measure that enfranchisement. The legal process for giving a
gives an indication of the overall performance person, or a group of people, a right or privilege
of an economy. associated with citizenship. The term is commonly
associated with the right to vote.
economic sector. A segment of the economy that
is characterized by similar types of activities, environment. Everything, both natural and
products, and/or services (e.g., by resource human-made, that surrounds us.
extraction, manufacturing, etc.). See also
knowledge-based industries; manufacturing equality. A condition in which all people are
sector; primary industries; service-based treated the same way, regardless of individual
industries. differences. See also equity.

economic system. The way in which a particular equator. Latitude zero degrees; an imaginary
society produces, distributes, and consumes line running east and west around the globe
various goods and services. See also command and dividing it into two equal parts.
economy; market economy; traditional economy.
equity. Fair, inclusive, and respectful treatment
economy. The system of production and of all people. Equity does not mean treating all
consumption of various commodities and services people the same, without regard for individual
in a community, region, or country, or globally. differences. See also equality.

ecosystem. A self-regulating system, created by erosion. The wearing down and carrying away
the interaction between living organisms and of material from exposed surfaces by water,
their environment, through which energy and wind, or ice.
materials are transferred.
ethnicity. The shared national, ethnocultural,
ecotourism. Travel to fragile or pristine areas, racial, linguistic, and/or religious heritage or
often seen as low impact and as an alternative background of a group of people, whether
to standard commercial travel. or not they live in their country of origin.

Elder. A man or woman whose wisdom about ethnogenesis. The process in which an ethnic
spirituality, culture, and life is recognized and group is formed and becomes a distinct people.
affirmed by the community. Not all Elders
are “old”. Indigenous community members executive branch.* The branch of government
will normally seek the advice and assistance that carries out the law; the cabinet and ruling
of Elders on various traditional, as well as government that sit in the elected chamber
contemporary, issues. (House of Commons/Legislature). Also referred
GLOSSARY

to as “the Queen in Council”. See also branches

elevation. The height of something above a of government; judicial branch; legislative
reference level, especially above sea level. branch.

183
 fair trade. An approach to international trade, fossil fuel. A non-renewable energy source that
with the goal of social and environmental is formed from the remains of ancient plants
sustainability and fair compensation to producers. and animals (e.g., coal, natural gas, petroleum).
See also non-renewable resource.
faith keeper. In Haudenosaunee culture, one
female and one male relative of the clan mother free trade. Trade, including international and
is appointed as a faith keeper of their clan to interprovincial trade, where tariffs are not
promote traditions, language, and ceremonies applied to imports, and exports are not
and to act as a spiritual guide. See also clan subsidized.
mother.
genocide. The planned, systematic destruction
federal system. A system of government in of a national, racial, political, religious, or
which several political jurisdictions form a ethnic group.
unity but retain autonomy in defined areas.
The central or national government is called geographic information system (GIS). A
the federal government. Canada has a federal technological system that allows for the digital
system of government. manipulation of spatial data, such as those
relating to land use, physical features, and
fertility rate. The average number of live births the impact of disasters. Users of GIS can input
for a woman in her childbearing years in the data and create and analyse tables, maps, and
population of a specific area. graphs in order to solve problems relating to
a specific area of land and/or water. See also
field study. A hands-on learning experience in spatial technologies.
the outdoors. Field studies can be open ended
or organized for a specific purpose or inquiry. global commons. Earth’s resources, such as the
oceans or the atmosphere, that have no political
First Nations. The term used to refer to the boundaries because they are part of systems
original inhabitants of Canada, except the Inuit. that circulate throughout the world.
A term that came into common usage in the
1970s to replace the word “Indian”, which many globalization. A process, accelerated by modern
found offensive. The term “First Nation” has communications technology, that multiplies and
been adopted to replace the word “band” in strengthens the economic, cultural, and financial
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

the names of communities. See also band. interconnections among many regions of the
world.
first past the post. A voting system, used in
Canada, in which the person with the most votes global positioning system (GPS). A navigation
in a riding wins the seat for that person’s political and positioning system that uses satellites and
party. See also proportional representation; receivers to provide highly accurate location
voting system. coordinates for positions on or above Earth’s
surface. See also spatial technologies.
flow map. A map that shows the movement of
objects or people from one location to another. governor general.* The personal representative of
See also map. the Queen, who acts on her behalf in performing
certain duties and responsibilities in the federal
flow resource. A resource that is neither renewable jurisdiction.
nor non-renewable, but must be used when and
where it occurs or be lost (e.g., running water, Gradual Civilization Act. The Act to Encourage
wind, sunlight). the Gradual Civilization of Indian Tribes in this
Province, and to Amend the Laws Relating to
Indians or the Gradual Enfranchisement Act

184
was designed as a way for the government to under the Great Law of Peace to promote
revoke the legal rights and status of First Nations harmony and establish roles and responsibilities
people through the process of enfranchisement. within the Haudenosaunee nations.
See also enfranchisement.
heritage. The legacy passed down from previous
Great Lakes–St Lawrence Lowlands. The generations, including cultural traditions, art,
area that surrounds the lower Great Lakes and literature, and buildings.
the St. Lawrence River, including the most
densely populated portions of Ontario and historic Métis communities. Métis communities
Quebec. This area of gently rolling hills and emerged as a result of the North American fur
flat plains provides an excellent physical base for trade, during which First Nations peoples and
agriculture and settlement and is often described European traders forged close economic ties
as the country’s heartland. and personal relationships. Over time, many
of the children born of these relationships
grid. A pattern of lines on a chart or map, such developed a distinct sense of identity and
as those representing latitude and longitude, culture. Within their communities, they shared
which helps determine absolute location and customs, practices, and a way of life that were
assists in the analysis of distribution patterns. distinct from those of their First Nations and
The term also refers to a coordinate plane that European forebears. Métis communities formed
contains an x-axis (horizontal) and a y-axis along strategic water and trade routes well
(vertical) and is used to describe the location before the Crown assumed political and legal
of a point. See also scatter graph. control of these areas. Many of the communities
persevered, and continue to celebrate their
gross domestic product (GDP). The value of all distinct identities and histories today, practising
the goods and services produced in a country their unique culture, traditions, and way of life.
in one year. These communities are a part of Ontario’s
diverse heritage. In 2003, the Supreme Court
gross national product (GNP). Gross domestic
of Canada recognized a Métis community
product, minus goods and services produced by
with a communal right to hunt for food in
foreign-owned businesses operating inside the
and around Sault Ste. Marie. This case provides
country, plus goods and services produced by
the framework for identifying historic Métis
domestic-owned businesses operating outside
communities in other areas of the province as
the country.
well as other parts of Canada.
groundwater. Water below the surface of the
Holocaust. The systematic, state-sponsored
land. Often an aquifer, groundwater can also
persecution and annihilation of European Jewry
take the form of underground streams or lakes
by the Nazis and their collaborators between
or be held in pores in the soil. Groundwater is
1933 and 1945.
constantly in motion as part of the hydrological
cycle. See also aquifer. Holodomor. A famine in Ukraine in 1932–33,
engineered by the Soviet government under
habitat. The place where an organism lives and
Stalin, during which millions of Ukrainians
that provides it with the food, water, shelter,
starved.
and space it needs to survive.
House of Commons. See legislature; parliament.
Haudenosaunee Confederacy. The governance
structure of the Haudenosaunee that was Human Development Index. The results of an
re-established by Hiawatha and the Peacemaker. annual ranking of countries with respect to life
It united the Mohawk, Oneida, Onondaga,
GLOSSARY

expectancy, educational achievement, standard

Cayuga, and Seneca, and later the Tuscarora, of living, and other measures of development.

185
 human environment. The built features of an Indigenous. A term referring to the original
area and the interactions among these features peoples of a particular land or region. First
and/or between these features and the natural Nations (status and non-status), Inuit, and Métis
environment. See also built environment. peoples are recognized as the Indigenous peoples
of Canada.
human rights. Rights that recognize the dignity
and worth of every person, and provide for equal Indigenous ecological knowledge (IEK). Deep
rights and opportunities without discrimination, understanding of and knowledge about the
regardless of race, ancestry, place of origin, colour, environment that derives from Indigenous
ethnic origin, citizenship, creed, sex, sexual peoples’ long histories and experiences on
orientation, age, marital status, family status, the land. IEK focuses on sustainable practices,
disability, or other similar factors. reciprocal relationships between the environment
and all living things, and preservation of the
identity. How one sees oneself within various environment and its resources for future
communities, local to global. generations.

ideology. A set of related beliefs, ideas, and indigenous species. A native species – one that
attitudes that characterizes the thinking of originates or naturally occurs in an area.
a particular group or society.
industrialization. The development of industry,
immigration. The act of coming to a different primarily manufacturing, on a very wide scale.
country or region in order to take up permanent
residence. infant mortality rate. The death rate of children
between birth and one year of age in a given
imperialism. The policy of extending the area, expressed per 1,000 live births.
authority of one country over others by territorial
acquisition or by establishing economic and infographic. A graphic visual representation of
political control over the other nations. See also information and/or data. It is usually an image
colonialism. with accompanying information or data.

Indian. Under the Indian Act, “a person who infrastructure. The networks of transportation,
pursuant to this Act is registered as an Indian communications, education, and other public
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

or is entitled to be registered as an Indian”. services that are required to sustain economic

However, outside this specific legal purpose and societal activities.
for its use, the term is often seen as outdated
and offensive, and the term “First Nation” is interest group. See stakeholder.
preferred. See also First Nations.
intergenerational trauma. The transmission of
Indian Act. Federal legislation that regulates the negative consequences of a historical event
Indians and reserves and sets out certain federal across generations.
government powers and responsibilities towards
intergovernmental organization. An agency
First Nations and their reserved lands. The first
established by a formal agreement between
Indian Act was passed in 1876. Since then, the
member national governments (e.g., the United
act has undergone numerous amendments,
Nations, the Commonwealth).
revisions, and re-enactments. See also Indian.
intermediate directions. See cardinal directions.
Indian agent. A representative of the federal
government who enforced the Indian Act, internment. In the context of Canadian history,
including provisions relating to land, health the detention, confinement, or incarceration of
care, education, cultural practices, and political people, often enemy aliens, under the federal
structures, in a specific area or district. See also War Measures Act. See also enemy aliens; War
Indian Act. Measures Act.
186
Inuit (singular: Inuk). Indigenous people in landfill. A method of waste disposal, in which
northern Canada, living mainly in Nunavut, the solid waste is collected and transferred to a set
Northwest Territories, northern Quebec, and location, where it is buried. In Canada, there are
northern Labrador. The word means “the people” provincial regulations governing landfill sites,
in the Inuit language of Inuktitut. Inuit are not with the goal of minimizing their impact on
covered by the Indian Act. The federal govern- health and the environment.
ment has entered into several major land claim
settlements with Inuit. landform. A natural physical feature of a land
surface (e.g., a mountain, plateau, valley, plain).
Inuksuk. A human-made stone structure that
functions to warn or inform Inuit travellers and land grant. Land that is given to individuals
hunters; inuksuit are important to Inuit survival or groups by a government or other governing
in the Arctic climate. body.

issue. A topic or question of concern on which land reclamation. The creation of “new”
people may take different points of view. land from existing riverbeds or seas. Also,
the reclamation or rehabilitation of land that
judicial branch.* The branch of government that was previously disturbed, often by resource
interprets the law – in other words, the courts. extraction. See also rehabilitation.
Also referred to as “the Queen in Banco” or
“the Queen on the Bench”. See also branches land use. Ways in which land is used by people
of government; executive branch; legislative (e.g., commercial, industrial, residential, trans-
branch. portation, or recreational uses). In mapping,
different land uses are conventionally represented
knowledge-based industries. The part of the by specific colours.
economy that is knowledge-based, such as
government, scientific research, education, and latitude. The distance north and south of the
information technology. Also referred to as the equator, measured in degrees.
quaternary sector. See also economic sector.
laws. The principles and regulations governing
knowledge keepers. Traditional teachers who a community’s affairs that are enforced by a
are recognized by their community as having political authority and judicial decisions.
cultural and spiritual knowledge of traditions,
League of Indians of Canada. An organization
teachings, and practices and who help guide
established in 1919 to lobby for First Nations
their community or nation.
rights in Canada.
labour union. A group of workers who have
legend. An explanatory description or key to
come together to pursue common goals, such
features on a map or chart.
as better working conditions. Their leaders
bargain with the employer(s) and negotiate legislative branch.* The branch of government
labour contracts. that makes the laws – the Parliament of Canada
and provincial and territorial legislatures. Also
land claims. A First Nation, Métis, or Inuit
referred to as “the Queen in Parliament”. See also
assertion of rights over lands and resources,
branches of government; executive branch;
and of self-government, which can also concern
judicial branch.
Aboriginal and treaty title and rights. When
resolved, the final agreements often outline legislature.* The federal legislature (Parliament
rights, responsibilities, and/or benefits. of Canada) consists of the Queen, the Senate,
GLOSSARY

and the House of Commons. The provincial

legislatures consist of the lieutenant governor
and the elected house. See also parliament.

187
 LGBT. The initialism used to refer to lesbian, medicine man. An Indigenous person who is
gay, bisexual, and transgender people. A broader a traditional healer or spiritual guide and
range of identities is also sometimes implied who provides guidance and support for the
by this initialism, or they may be represented community.
more explicitly by LGBTTIQ, which stands for
lesbian, gay, bisexual, transgender, transsexual or medicines. Sacred plants that are used for specific
two-spirited, intersex, and queer or questioning. ceremonial purposes to promote healing, health,
and/or spiritual connection.
life expectancy. The average number of years
that a person is expected to live. Life expectancy medicine wheel. A First Nations symbol that
varies by historical period, gender, region, and represents creation, balance, and the inter-
other factors. connectedness among of all living things.
It is also known as the sacred hoop.
linear settlement pattern. A narrow grouping
of houses or settlements whose placement is Métis. People of mixed First Nations and
determined by features such as a river, road, European ancestry. The Métis history and
or valley. culture draws on diverse ancestral origins, such
as Scottish, Irish, French, Ojibwe, and Cree.
literacy rate. The percentage of the adult
population who can read and write. Métis communities. See historic Métis
communities.
longitude. The distance east and west of the
prime meridian, measured in degrees. See also Métis sash. A symbol of the Métis people, the
prime meridian. sash was used historically for utility, decoration,
and community affiliation and is worn today as
manufacturing. The process of making goods, a symbol of Métis pride, identity, and nationhood.
either by machine or by hand.
Métis scrip. A certificate issued to Métis families
manufacturing sector. Industries that convert by the federal government that was redeemable
raw materials into finished industrial products either for land (160 or 240 acres) or money. The
(e.g., the auto industry). Also referred to as the intention of the policy was to remove Métis
secondary sector or secondary industries. See peoples from their traditional territories and
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

also economic sector. settle them in new areas.

map. A visual representation of natural and/or Métis Senator. A Métis individual recognized
human characteristics. Maps can be used in and respected by their community, who has
various forms – print, digital, and online knowledge of Métis culture, traditions, and
interactive – and may be annotated with experience and is dedicated to preserving
textboxes to provide more information. See also Métis ways of life and governance. In Ontario,
annotated map; choropleth map; flow map; the Métis self-governance system includes one
thematic map; topographic map. Métis Senator on each community council.

market economy. An economic system in migration. The permanent shift of people

which privately owned corporations control from one country, region, or place to another
the production and distribution of most goods for economic, political, environmental, religious,
and services. See also economic system. or other reasons. Also, the movement, often
seasonal, of animals from one area to another
matrilineal. A matrilineal society is one in (e.g., for food or breeding or because of loss
which kinship is based on the mother’s line. of habitat).

188
multiculturalism. The acceptance of cultural non-governmental organization (NGO). An
pluralism as a positive and distinctive feature organization that operates independently of
of society. In Canada, multiculturalism is govern- governments, typically providing a social or
ment policy, and includes initiatives at all levels public service (e.g., Doctors without Borders,
of government to support cultural pluralism. Free the Children, Nature Conservancy).

multinational corporation /transnational non-renewable resource. A resource that is

corporation. A corporation that has its head- limited and cannot be replaced once it is used
quarters in one country and manages production up (e.g., coal, oil, natural gas).
or delivers services in other countries.
NORAD. See North American Air Defense
municipal government. In Canada, one of the Command.
levels of government below that of the provinces.
The constitution gives the provinces jurisdiction North American Air Defense Command
over municipal affairs. (NORAD). A joint Canadian-American organiza-
tion established in 1958 to monitor and defend
municipal region. A local area that has been airspace and to issue warnings regarding threats
incorporated for the purpose of self-government. to North America from missiles and other aero-
space weapons. Later renamed the North
NAFTA. See North American Free Trade American Aerospace Defense Command.
Agreement.
North American Free Trade Agreement (NAFTA).
nationalism. The ideology that promotes A trade agreement between Canada, the United
devotion to the collective interests and cultural States, and Mexico that became law in 1993.
identity of a nation. The main purpose of NAFTA is to facilitate
and increase trade among the three countries.
NATO. See North Atlantic Treaty Organization.
North Atlantic Treaty Organization (NATO). A
natural disaster. A catastrophic event caused by
political and military alliance among 28 European
Earth’s physical processes that affects human
and North American nations, including Canada,
settlement. Examples include the North American
whose primary goal is the collective defence of its
ice storm of 1998, the Indian Ocean tsunami
members and peace in the North Atlantic region.
of 2004, and Hurricane Sandy in 2012. See also
natural hazard. Numbered Treaties. Agreements made in the
years 1871–1921 between the Crown and First
natural hazard. A natural event or feature,
Nations and Métis peoples, the Numbered
created by Earth’s natural processes, that poses
Treaties cover parts of British Columbia, the
a threat to human safety. Examples of natural
Northwest Territories, Yukon, Saskatchewan,
hazards include blizzards and ice storms; earth-
Manitoba, and Northern Ontario. The treaties
quakes; floods; landslides; tornadoes, cyclones,
are numbered 1 to 11.
and hurricanes; tsunamis; icebergs; and volca-
noes. See also natural disaster. opinion. A belief or conclusion held with
confidence but not substantiated by positive
natural phenomena. Physical processes and
knowledge or proof.
events pertaining to things such as weather,
wave action, soil build-up, or plant growth. parliamentary democracy.* A British system
of government in which the executive (prime
natural resource. Something found in nature
minister/premier and cabinet) sit in the elected
that people find useful or valuable. See also
chamber (House of Commons/Legislature) and
GLOSSARY

flow resource; non-renewable resource;

are accountable to the elected representatives of
renewable resource.
the people. Canada is a parliamentary democracy.

189
 Parliament of Canada.* The supreme legislature physical region. A geographic area character-
of Canada, consisting of the Queen (represented ized by similar landforms, climate, soil, and
by the Governor General), the Senate, and the vegetation.
House of Commons.
pictograph. A graph that uses pictures or symbols
pass system. An informal administrative policy for statistical comparisons.
that restricted the movement of First Nations
people by requiring them to obtain a pass from plate tectonics. The movement of the thin outer
an Indian agent in order to leave the reserve. layer of Earth’s crust on which the oceans and
See also Indian agent. continents rest. This movement, which is driven
mainly by convection currents in material
Peace and Friendship Treaties. Agreements signed beneath the crust, by gravity, and by Earth’s
by the Mi’kmaq, Maliseet, and Passamaquoddy rotation, results in the buckling (fold mountains),
on the Eastern Coast of Canada and the British tearing (earthquakes), and erupting (volcanoes)
in 1779. These treaties did not include the of Earth’s surface. See also tectonic forces.
surrender of lands and resources. They were
intended to establish the basis for an ongoing pluriculturalism. The idea that individuals
relationship between the British and First Nations. belong to multiple groups, nations, identities,
and cultures that shape their beliefs, awareness,
peacekeeping. Intervention, often by international and actions.
forces (military, police, and/or civilian) in
countries or regions that are experiencing political region. A geographical area that shares
conflict, with the goal of maintaining peace a government and has its own leaders and sets
and security and helping create a social and of laws.
political environment that leads to lasting peace.
population density. The average number of
International peacekeeping missions are generally
people in a particular area, calculated by divid-
conducted under the auspices of the United
ing the number of people by a unit of space
Nations.
(e.g., per square kilometre).
Pemmican Proclamation. An 1814 decree that
population distribution. The way in which a
prohibited the export of pemmican and other
population is spread across a geographical area.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

goods from the Red River district to Assiniboia,

the proclamation had a major impact on both population pyramid. A horizontal bar graph
Métis and the fur trade. that indicates the number of people in different
age groups and the balance between males and
per capita income. The average amount of
females in the population. These graphs can be
money earned per person per year in a country
used for a city, country, or other political region.
or region.
potlatch. Among Northwest Coast First Nations,
petroglyphs. Rock carvings that transmit stories,
a gift-giving ceremony and feast held to celebrate
teachings, traditions, and/or knowledge. In
important events and to acknowledge a family’s
Canada, petroglyphs created by Indigenous
status in the community.
peoples are sacred.
premier. The head of a provincial or territorial
physical feature. An aspect of a place or area
government in Canada.
that derives from the physical environment
(e.g., water bodies – lakes, rivers, oceans, seas, primary industries /primary sector. Industries
swamps; landforms – mountains, valleys, hills, that harvest or extract raw materials or natural
plateaus; soil types; vegetation). resources (e.g., agriculture, ranching, forestry,
fishing, mining). See also economic sector.

190
primary sources. Artefacts and oral, print, refugee. A person who is forced to flee for safety
media, or computer materials created during from political upheaval or war to a foreign
the period of time under study. country.

prime meridian. Longitude zero degrees; an region. An area of Earth having some character-
imaginary line running north and south, which istic or characteristics that distinguish it from
by international agreement runs through the other areas.
Royal Observatory at Greenwich, England.
See also longitude. rehabilitation. A process in which people
attempt to restore land damaged by a natural
prime minister. The head of the government in event or by human activity, such as primary
a parliamentary democracy, including Canada. industry, back to its natural state (e.g., an old
The prime minister is the leader of the party quarry being turned into a park).
that is in power and that normally has the
largest number of the seats in the House relative location. The location of a place or
of Commons. region in relation to other places or regions
(e.g., northwest or downstream).
proportional representation. A voting system in
which the number of seats held by each party is remote sensing. The gathering of information
in proportion to the number of votes each party about Earth from a distance (e.g., through aerial
received, rather than, as in the first-past-the-post photographs or data collected by instruments
system, the number of ridings won by each party. aboard satellites or aircraft).
See also first past the post; voting system.
renewable resource. A resource that can be
pull factors. In migration theory, the social, regenerated if used carefully (e.g., fish, timber).
political, economic, and environmental attractions
reserves. Lands set aside by the federal govern-
of new areas that draw people away from their
ment for the use and benefit of a specific band
previous locations.
or First Nation. The Indian Act provides that
push factors. In migration theory, the social, this land cannot be owned by individual band
political, economic, and environmental forces or First Nation members.
that drive people from their previous locations
residential school system/residential schools.
to search for new ones.
A network of government-funded, church-run
quality of life. Human well-being, as measured schools for First Nations, Métis, and Inuit
by social indicators, including education, children, the goal of which was to eradicate
environmental well-being, health, and living Indigenous languages, traditions, knowledge,
standards. See also Human Development Index. and culture and to assimilate Indigenous
peoples into mainstream settler society.
quaternary sector. See knowledge-based
industries. resource recovery. The extraction of resources
from materials that have been discarded (e.g.,
Quiet Revolution. A period of rapid change that from recycled materials or mine tailings).
occurred in Quebec in the 1960s. During these
years the church-based education system was resources. The machines, workers, money, land,
reformed, hydroelectric utilities were nationalized, raw materials, and other things that can be used
the Quebec Pension Plan was created, and to produce goods and services.
new ministries for cultural affairs and federal/
responsible government.* A government that is
provincial relations were formed.
GLOSSARY

responsible to the people, based on the principle

that governments must be responsible to the
representatives of the people.

191
 revolution. The forcible overthrow of a political service-based industries. That part of the
regime or social order. economy that provides services (e.g., banking,
retailing, education) rather than products.
rights. Entitlements recognized and protected Also referred to as the tertiary sector. See also
by law. economic sector.

ring of fire. In Ontario, an area north of Thunder settlement pattern. The distribution and
Bay that contains large deposits of chromite and arrangement of individual buildings or of
other valuable minerals. There is some contro- rural and urban centres (e.g., clustered, linear,
versy as to how best to develop the deposits, scattered).
with issues related to First Nations rights and
economic development as well as the environ- shaman. In some Indigenous spiritual traditions,
ment needing to be resolved. a person who is responsible for holding cere-
monies, communicating with good and bad
rule of law. The fundamental constitutional spirits, healing people from illnesses, and
principle that no governments or persons are tracking game animals. An Inuk shaman is
above the law and that society is governed by called an angakok.
laws that apply fairly to all persons.
Sixties Scoop. The removal, during the 1960s,
scale. On a map, the measurement that represents of First Nations, Inuit, and Métis children from
an actual distance on Earth’s surface. Scale can their homes and their subsequent placement
be indicated on a map by a ratio, a linear rep- in the foster care system or, in the majority of
resentation, or a statement. cases, with non-Indigenous families, without
the consent of their parents, guardians, or
scattered settlement pattern. Settlement mainly
communities. Victims of the Sixties Scoop are
in rural areas where houses are scattered in no
often referred to as the Stolen Generation.
apparent pattern. The amount of space between
dwellings depends on the amount of land that social enterprises. For-profit companies or
is required to grow enough food for the family not-for-profit organizations that generate funds
living in each dwelling. by selling goods and/or services in order to
support social, cultural, and/or environmental
scatter graph. A graph in which data pairs
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

goals.
are plotted on a coordinate plane or grid as
unconnected points. A scatter graph is useful social gospel. A movement, dating from the end
for showing correlation (i.e., the extent to which of the nineteenth century, in which Christian
one variable is related to another). See also grid. ethics and ideas were applied to address social
problems related to industrialization, including
secondary sector. See manufacturing sector.
poverty, inequality, urban slums, and harsh
secondary sources. Oral, print, media, and working conditions. Social gospellers in Canada
computer materials that are second-hand, often advocated temperance and child welfare, among
created after the event or development being other social reforms.
studied. Secondary sources are often based
social justice. A concept based on the belief that
on an analysis of primary sources and offer
each individual and group within a given society
judgements about past events/issues. See also
has a right to equal opportunity and civil
primary sources.
liberties, and to exercise the social, educational,
Senate. See legislature; parliament. economic, institutional, and moral freedoms
and responsibilities of that society.
senator. In federal politics, a member of the
Canadian Senate. See also Métis Senator.

192
social welfare programs. Government programs tailings. Waste material left after a resource has
designed to help meet the personal, economic, been extracted during the mining process (e.g.,
emotional, and/or physical needs of citizens. the extraction of minerals from rocks, oil from
the oil sands). Tailings are often toxic because
sovereignty. Independent control or authority of the processes used to separate the valuable
over a particular area or territory. materials from the waste.

spatial technologies. Technologies that support tectonic forces. Forces caused by movements
the use of geographic data. The data can be within or beneath Earth’s crust that can produce
represented in various forms, such as maps, earthquakes and volcanoes. These forces result
graphs, or photographs of a site. Examples in the building up and tearing down of Earth’s
of spatial technologies include geographic physical features (e.g., mountains, valleys,
information systems (GIS), global positioning trenches). See also plate tectonics.
system (GPS), and remote sensing. See also
geographic information system; global temperance movement. The movement to
positioning system; remote sensing. control or ban alcoholic beverages. In Canada,
the temperance movement was particularly
stakeholder. A person, group, or organization active at the end of the nineteenth and beginning
that has an interest in or concern about something. of the twentieth century.

status Indian. See Indian. tertiary industries. See service-based industries.

stewardship. The concept that people’s decisions, thematic map. A map depicting specific charac-
choices, and actions can have a positive impact, teristics for a given area (e.g., a political map of
supporting a healthy environment that is essential the world, a natural resource map of Ontario, a
for all life. A healthy environment supports map showing the destination of immigrants in
sustainable relationships among all of the early twentieth-century Canada). See also map.
Earth’s living and non-living things.
topographic map. A map whose primary purpose
suffragist. A person who campaigns for the is to show the relief of the land through the use
extension of the right to vote (suffrage); a member of contour lines. It also uses symbols and colour
of the suffrage movement, particularly the to show a variety of built features. See also map.
women’s suffrage movement.
traditional economy. An economic system
sustainability. Living within the limits of in which decisions are made on the basis of
available resources. These resources may include customs, beliefs, religion, and habit. Traditional
Earth’s natural resources and/or the economic economies are often based on hunting, fishing,
and human resources of a society. Sustainability and/or subsistence agriculture. See also economic
also implies equitable distribution of resources system.
and benefits, which requires an understanding
of the interrelationships between natural transnational corporation. See multinational
environments, societies, and economies. corporation.

sustained yield. Harvesting of a resource in treaty. A formal agreement between two or

which the amount extracted is managed so that more parties. In Canada, treaties are often
the resource has time to regenerate itself. formal historical agreements between the
Crown and Aboriginal peoples; these treaties
system. Something made up of interconnected are often interpreted differently by federal,
elements and processes that contribute to the provincial, and Indigenous governments.
GLOSSARY

whole (e.g., political systems, economic systems,

natural systems).

193
 treaty rights. Rights specified in a treaty. Rights values. Personal or societal beliefs that govern
to hunt and fish in traditional territory and to a person’s behaviours and choices.
use and occupy reserves are typical treaty rights.
This concept can have different meanings voting. The act of expressing an opinion by a
depending on context and the perspective show of hands or ballot, usually with the intent
of the user. of electing a candidate to office or passing
a resolution.
Truth and Reconciliation Commission of Canada
(TRC). A federally commissioned investigative voting system. The rules and processes by
body whose mandate was to learn the truth which governments are elected. Canada has a
about the experience of residential school first-past-the-post voting system. See also first
survivors and, in so doing, to create a historical past the post; proportional representation.
record of and promote awareness and public
War Measures Act. An act, passed during World
education about the history and impact of the
War I, that gives the federal cabinet emergency
residential school system.
powers, permitting them to govern by decree
United Nations. An intergovernmental when they believe that Canada and Canadians
organization formed in 1945 to promote are under threat from war, invasion, or
peace and economic development. insurrection.

United Nations Declaration on the Rights waste management. The handling (e.g., collection,
of Indigenous People. Adopted by the United disposal, reuse) of the waste products from
Nations General Assembly in 2007, the declaration human activity (e.g., sewage, garbage, e-waste).
identifies a universal framework of standards
weather. The conditions of the atmosphere,
for the treatment of Indigenous peoples around
including temperature, precipitation, wind,
the world and elaborates on existing human
humidity, and cloud cover, at a specific place
rights standards and fundamental freedoms,
and time. See also climate.
including, but not limited to, those related to
culture, language, health, and education.

Universal Declaration of Human Rights. A

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

document adopted by the United Nations in

1948 setting out the basic rights and freedoms
of all people.

urbanization. A process in which there is an

increase in the percentage of people living
and/or working in urban places.

urban sprawl. The spread of a city over a

relatively large area of land. The term has a
negative connotation as a result of the stress on
infrastructure and the environment associated
with such expansion.

194
The Ministry of Education wishes to acknowledge
the contribution of the many individuals, groups, and
organizations that participated in the development
and refinement of this curriculum policy document.
 Printed on recycled paper
17-062
ISBN 978-1-4868-1518-0 (Print)
ISBN 978-1-4868-1519-7 (PDF)
© Queen’s Printer for Ontario, 2018