canadian and world studies - a dsb candian... · canadian and world studies 2 0 0 5 ... strands ......

Canadian andWorld Studies

2 0 0 5

Ministry of Education

The Ontario CurriculumGrades 9 and 10

R E V I S E D

DimockNi

ISBN 0-7794-7729-4 (Print) ISBN 0-7794-7730-8 (Internet)

C o n t e n t s

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The Place of Canadian and World Studies in the Curriculum . . . . . . . . . . . . . . . . . . . . 3

Concepts Underlying the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . 4

Roles and Responsibilities in Canadian and World Studies Programs . . . . . . . . . . . . . . . 6

The Program in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assessment and Evaluation of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . 14Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

The Achievement Chart for Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . 15

Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Some Considerations for Program Planning in Canadian and World Studies . . . . . . . 21Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

The Importance of the Study of Current Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Planning Canadian and World Studies Programs for Exceptional Students . . . . . . . . . . . . 22

English As a Second Language and English Literacy Development (ESL/ELD) . . . . . . . . 23

Antidiscrimination Education in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . 24

Literacy, Numeracy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Role of Technology in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . 25

Career Education in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Health and Safety in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27CoursesGeography of Canada, Grade 9,Academic (CGC1D) . . . . . . . . . . . . . . . . . . . . . . . . . . 29Geography of Canada, Grade 9,Applied (CGC1P) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Une publication équivalente est disponible en français sous letitre suivant : Le curriculum de l’Ontario, 9 e et 10 e année – Études canadiennes et mondiales, 2005.

This publication is available on the Ministry of Education’swebsite, at http://www.edu.gov.on.ca.

2 T H E O N T A R I O C U R R I C U L U M , G R A D E S 9 A N D 1 0 : C A N A D I A N A N D W O R L D S T U D I E S

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43CoursesCanadian History Since World War I, Grade 10,Academic (CHC2D) . . . . . . . . . . . . . . . 45Canadian History Since World War I, Grade 10,Applied (CHC2P) . . . . . . . . . . . . . . . . . 54

Civics

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63CourseCivics, Grade 10, Open (CHV2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

3

I n t ro d u c t i o n

This document replaces The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies,1999. Beginning in September 2005, all Grade 9 and 10 Canadian and world studies courseswill be based on the expectations outlined in this document.

The Place of Canadian and World Studies in the Curriculum

The Canadian and world studies program encompasses five subjects: economics, geography,history, law, and politics. In studying these subjects, students learn how people interact withand within their social and physical environments today, and how they did so in the past.

The main goals of the Canadian and world studies program in Grades 9 and 10 are to helpstudents to:

• gain an understanding of the basic concepts of the subjects taught at this level, as a founda-tion for further studies in the discipline;

• develop the knowledge and values they need to become responsible, active, and informedCanadian citizens in the twenty-first century;

• develop practical skills (such as critical-thinking, research, and communication skills), someof which are particular to a given subject in Canadian and world studies and some of whichare common to all the subjects in the discipline;

• apply the knowledge and skills they acquire in Canadian and world studies courses to betterunderstand their interactions with the natural environment; the political, economic, andcultural interactions among groups of people; the relationship between technology andsociety; and the factors contributing to society’s continual evolution.

These goals are all of equal importance. They can be achieved simultaneously in a concrete,practical context through learning activities that combine the acquisition of knowledge withthe application of various skills, including inquiry/research, communication, and map andgraphic representation skills.

Students’ learning in the various courses in this discipline will contribute significantly to theirunderstanding of Canada’s heritage and its physical, social, cultural, governmental, legal, andeconomic structures and relationships. It will also help them to perceive Canada in a globalcontext and to understand its place and role in the world community.

Students and teachers need to be aware that success in these courses is not measured simply interms of how well students memorize a series of facts. Rather, these courses teach students toassess how events, ideas, and values affect them individually and their society as a whole.Courses in Canadian and world studies actively involve students in research, critical thinking,problem solving, and decision making. They also help students develop a variety of communi-cation skills, as well as the ability to use information technology to collect, organize, interpret,and present information. Students can apply these skills and understandings in other secondaryschool subjects, in their future studies, and in today’s rapidly changing workplace.


The five subjects in Canadian and world studies are fundamentally connected to one anotherand can easily be linked to other secondary school curriculum areas as well. For example,civics has close ties with history; geography with science and technology; history with arts,languages, and social sciences and humanities.

Beginning in Grade 7, students study geography and history as distinct subjects. In Grade 9,students build on the foundational skills and knowledge acquired in earlier grades to expandtheir knowledge of the geography of Canada.The Grade 10 history course picks up where theGrade 8 program ends, and completes the story of Canada’s development to the present time.The Grade 10 civics course rounds out students’ understanding of their role in society byteaching them the fundamental principles of democracy and of active, responsible citizenship.

After Grade 10, the Canadian and world studies program offers a broad range of specialized,optional courses. The Grade 11 and 12 courses build on the compulsory courses offered inGrade 9 and Grade 10. Students will be able to expand their knowledge, refine their skills, andpursue their interest in the particular subject or subjects they are most curious about. Thesecourses will prepare students for further studies at the postsecondary level and for responsibleand informed participation in their community and world.

Concepts Underlying the Canadian and World Studies Curriculum

The curriculum in Canadian and world studies is built around a set of fundamental concepts:systems and structures; interactions and interdependence; environment; change and continuity; culture;and power and governance. Economics, geography, history, law, and politics offer different per-spectives on these concepts. In history, for example, change and continuity may be applicable tothe relatively short period covered by the story of a country or a person. In geography, on theother hand, this same concept may be applicable over much longer time periods covering theslow, almost imperceptible, changes in certain physical features.

Although the specific content of programs changes from grade to grade, the conceptual frame-work within which topics are presented remains consistent throughout the curriculum, fromGrades 1 to 12, and gives continuity to students’ learning. As students progress through thecurriculum, they extend and deepen their understanding of these concepts and learn to applythis understanding with increasing sophistication.

Understanding relationships among concepts is also an important part of student learning.Each of the fundamental concepts listed in the left-hand column of the chart (opposite) can belinked with a number of related concepts (in the right-hand column) that help to explain theconcept further.

Fundamental concepts Related concepts

Systems and Structures: The ways humans and nature areorganized. Humans have created systems and structures t oa l l ow societies to function; natural systems and stru ct u re shave developed in response to a variety of natural factors.

Interactions and Interdependence: The influences shapingrelationships within and among human and natural systems and structures. Human and natural processes and components connect with, adapt to, and have animpact on one another.

Environment: The natural and built elements of which theearth is composed, and the complex web they form.

Change and Continuity:The fundamental criteria forassessing the development of human and natural systemsand structures. Change is manifested by differences overtime, and is recognized by comparing phenomena andcontexts as they exist at different times. Continuity repre-sents consistency and connectedness over time, and is recognized by exploring the forces within nature andhuman societies that create stability and link the past with the present.

Culture: Expressions of humanity learned and sharedwithin a specified population, influenced by the physicalenvironment. Culture provides a conceptual framework for interpreting the world, and influences the perceptionof time, place, identity, significance, and change.

Power and Governance: The means and supporting structures whereby laws and rules are enforced in a society and in the global community.

5I N T R O D U C T I O N

• human patterns• community• cooperation• governance

• causation/cause andeffect

• natural patterns• environment


• human and natural patterns

• trade/exchanges• globalization

• human and natural systems


• exploitation and utilization of resources


• human and natural systems


• spirituality/religion• ideology• economic, political,

and legal systems• communication and

language

• community• relationships• civic rights and

responsibilities• environment• ecology

• regions• ecosystems• urbanization

• time• sustainability• tradition• c o n flict and cooperation

• familial and commu n i t ystructures

• education• migration• diversity

• democracy• justice• security• rights and

responsibilities

• conflict and cooperation

• power relations• government


Roles and Responsibilities in Canadian and World Studies Programs

Students. Students have many responsibilities with regard to their learning in school. Studentswho are willing to make the effort required and who are able to apply themselves will soondiscover that there is a direct relationship between this effort and their achievement, and willtherefore be more motivated to work.There will be some students, however, who will find itmore difficult to take responsibility for their learning because of special challenges they face.For these students, the attention, patience, and encouragement of teachers can be extremelyimportant factors for success. However, taking responsibility for one’s progress and learning isan important part of education for all students, regardless of their circumstances.

Successful mastery of concepts and skills in Canadian and world studies requires a sincerecommitment to work, study, and the development or strengthening of appropriate skills. Aswell, students should be encouraged to actively pursue opportunities outside the classroom toextend and enrich their understanding of these subjects. For example, it is recommended thatthey create their own files on current events that relate to their areas of study, or that theyexplore subject-related volunteer opportunities, recreational reading materials, movies or doc-umentaries, or public affairs programs on television.

Parents. Parents have an important role to play in supporting student learning. Studies showthat students perform better in school if their parents or guardians are involved in their educa-tion. By becoming familiar with the curriculum, parents can find out what is being taught inthe courses their children are taking and what students are expected to learn.This awarenesswill enhance parents’ ability to discuss schoolwork with their children, to communicate withteachers, and to ask relevant questions about their children’s progress. Knowledge of theexpectations in the various courses also helps parents to interpret teachers’ comments on stu-dent progress and to work with teachers to improve student learning.

The Canadian and world studies curriculum promotes lifelong learning not only for studentsbut also for their parents and all those with an interest in education. In addition to supportingregular school activities, parents can help their sons and daughters by encouraging them totake an active interest in current events and issues and offering them opportunities to questionand reflect on what is happening in the world. Other examples of effective ways to supportstudent learning include attending parent-teacher interviews, participating in parent work-shops and school council activities (including becoming a school council member), andencouraging students to complete their assignments at home.

Teachers. Teachers and students have complementary responsibilities.Teachers are responsiblefor developing appropriate instructional strategies to help students achieve the curriculumexpectations in their courses, as well as for developing appropriate methods for assessing andevaluating student learning.Teachers also support students in developing the reading, writing,oral communication, and numeracy skills needed for success in their courses. Teachers bringenthusiasm and varied teaching and assessment approaches to the classroom, addressing differ-ent student needs and ensuring sound learning opportunities for every student.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide numer-ous opportunities for students to develop skills of inquiry and communication, as well as mapand graphic representation skills, while discovering and learning fundamental concepts.Theactivities offered should enable students to connect and apply these skills and concepts to rele-

7I N T R O D U C T I O N

vant societal, environmental, and economic contexts. Opportunities to relate knowledge andskills to these wider contexts – to the goals and concerns of the world in which they live –will motivate students to learn and to become lifelong learners.

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

8

Overview of the Program

The Canadian and world studies program offers courses in history and geography in Grades 9and 10. The Geography of Canada course is compulsory in Grade 9, and Canadian HistorySince World War I is compulsory in Grade 10. These courses are offered in two types: academicand applied. Students in Grades 9 and 10 make the choice between academic and appliedcourses primarily on the basis of their strengths, interests, and needs. The two course types aredefined as follows:

• Academic courses develop students’ knowledge and skills through the study of theory and abstractproblems. These courses focus on the essential concepts of a subject and explore related concepts aswell.They incorporate practical applications as appropriate.

• Applied courses focus on the essential concepts of a subject, and develop students’ knowledge andskills through practical applications and concrete examples. Familiar situations are used to illus-trate ideas, and students are given more opportunities to experience hands-on applications of theconcepts and theories they study.

The Canadian and world studies program also includes a compulsory Grade 10 half-creditcourse in civics. Civics is offered as an open course – that is, a course designed to be appropri-ate for all students.

To proceed to any Grade 11 geography course, students must successfully complete either theacademic or the applied Grade 9 geography course; to proceed to any Grade 11 course ineconomics, history, law, or politics, students must successfully complete either the academic orthe applied Grade 10 history course (see the prerequisite charts on the following pages).

School boards may develop locally and offer a Grade 10 course in Canadian history that canbe counted as a student’s compulsory credit in Canadian history (see Program/PolicyMemorandum No. 134, which outlines a revision to section 7.1.2,“Locally DevelopedCourses”, of Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999[OSS]). Whether it is counted as the compulsory credit or not, this course may be developedto prepare students for success in any of the Grade 11 workplace preparation courses in econom-ics, history, or law. Ministry approval of the locally developed course authorizes the schoolboard to use it as the prerequisite for any of those courses.

Although Grade 11 and 12 courses in Canadian and world studies are optional, studentsshould keep in mind that, to meet the requirements for the secondary school diploma, theymust earn at least one senior-level credit in their choice of Canadian and world studies,English, social sciences and humanities, or a third language. Any Grade 11 or 12 course in theprogram will allow students to fulfil this requirement.

The Program in Canadian and World Studies

9T H E P R O G R A M I N C A N A D I A N A N D W O R L D S T U D I E S

Courses in Canadian and World Studies, Grades 9 and 10

Course Course Course Credit Grade Name Type Code Value

9 Geography of Canada Academic CGC1D 1.0

9 Geography of Canada Applied CGC1P 1.0

10 Canadian History Academic CHC2D 1.0Since World War I

10 Canadian History Applied CHC2P 1.0Since World War I

10 Civics Open CHV2O 0.5

Note: There are no prerequisites for the courses listed above.

Half-Credit Courses. The courses outlined in this document, with the exception of the half-credit Grade 10 civics course, are designed to be offered as full-credit courses. However, theymay also be delivered as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructionaltime, must adhere to the following conditions:

• The two half-credit courses created from a full course must together contain all of theexpectations of the full course. The expectations for each half-credit course must be drawnfrom all strands of the full course and must be divided in a manner that best enables studentsto achieve the required knowledge and skills in the allotted time.

• A course that is a prerequisite for another course in the secondary curriculum may beoffered as two half-credit courses, but students must successfully complete both parts of thecourse to fulfil the prerequisite. (Students are not required to complete both parts unless thecourse 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 halfcredit (0.5) will be recorded in the credit-value column of both the report card and theOntario Student Transcript.

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


Canadian and

World Issues: A Geographic Analysis

Grade 12, University

World Geography:

Human Patterns and Interactions


The Environment and

Resource Management

Grade 12, University/College

Geomatics:

Geotechnologies in Action


World Geography:

Urban Patterns and Interactions

Grade 12, College

The Environment and

Resource Management

Grade 12, Workplace

The Americas: Geographic Patterns

and Issues


Physical Geography: Patterns, Processes,

and Interactions


Any Grade 11 or 12 university

or university/college preparation course

in Canadian and world studies,

English, or social sciences and humanities

Travel and Tourism:

A Regional Geographic Perspective

Grade 11, Open

Any Grade 11 or 12 college preparation

course in Canadian and world studies,


Geographics:

The Geographer’s Toolkit

Grade 11, Workplace

Geography of Canada

Grade 9, Academic

Geography of Canada

Grade 9, Applied

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – Geography

This chart 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.


Canada: History, Identity,

and Culture


World History:

The West and the World


World History:

The West and the World

Grade 12, College

Adventures in World History

Grade 12, Workplace

American History


World History to the Sixteenth Century


Canadian History and Politics

Since 1945

Grade 11, College

Canadian History and Politics

Since 1945

Grade 11, Workplace

World History Since 1900: Global and

Regional Perspectives

Grade 11, Open

Civics

Grade 10, Open (half-credit)

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – History


Canadian History

Since World War I

Grade 10, Academic

Canadian History

Since World War I

Grade 10, Applied

Any Grade 11 or 12 university or

university/college preparation course

in Canadian and world studies,


Any Grade 11 or 12 college preparation

course in Canadian and world studies,


A locally developed Grade 10 coursein Canadian history

(See p. 8)


Analysing Current

Economic Issues


The Individual and the Economy


Making Economic Choices

Grade 11, Workplace

Canadian History

Since World War I

Grade 10, Academic

Canadian History

Since World War I

Grade 10, Applied

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – Economics, Law, and Politics


Economics

Canadian and

International Law


Understanding Canadian Law


Understanding Canadian Law

Grade 11, Workplace

Law

Canadian and

World Politics


Canadian Politics and Citizenship

Grade 11, Open

Politics

Any Grade 11 or 12 university or

university/college preparation course

in Canadian and world studies, English, or

social sciences and humanities

A locally developed Grade 10 coursein Canadian history

(See p. 8)


Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to acquire, demonstrate, and apply in their class work, on tests, and in various otheractivities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.

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

• The specific expectations describe the expected knowledge and skills in greater detail. The spe-cific expectations are arranged under subheadings that reflect particular aspects of therequired knowledge and skills and that may serve as a guide for teachers as they plan learn-ing activities for their students.

The organization of expectations in strands and subgroupings is not meant to imply that theexpectations in any one strand or group are achieved independently of the expectations in theother strands or groups. The subheadings are used merely to help teachers focus on particularaspects of knowledge and skills as they develop and present various lessons and learning activi-ties for their students.The concepts, content, and skills identified in the different strands ofeach course should, wherever appropriate, be integrated in instruction throughout the course.(Note, however, that the expectations in the strand entitled “Methods of Inquiry and Com-munication” in every course can be achieved only in connection with expectations from theother strands of the course.)

Many of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails. They are intended as a guide forteachers rather than as an exhaustive or mandatory list. Teachers do not have to address the fulllist of examples but might select two or three areas of focus from that list or might chooseareas of focus that are not included in the list.

14

Basic Considerations

The primary purpose of assessment and evaluation is to improve student learning. Informationgathered through assessment helps teachers to determine students’ strengths and weaknesses intheir achievement of the curriculum expectations in each cours e.This inform a t i o n also serves toguide teachers in adapting curriculum and instructional approaches to students’ needs and inassessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including assign-ments, demonstrations, projects, performances, and tests) that accurately reflects how well astudent is achieving the curriculum expectations in a course. As part of assessment, teachersprovide students with descriptive feedback that guides their efforts towards improvement.E valuation re f e rs to the process of judging the quality of student work on the basis of establ i s h e dcriteria, and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and theachievement levels outlined in this document.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead tothe improvement of student learning, teachers must use assessment and evaluation strategiesthat:

• address both what students learn and how well they learn;

• are based both on the categories of knowledge and skills and on the achievement leveldescriptions given in the achievement chart on pages 18–19;

• a re va ried in nature, a d m i n i s t e red over a period of time, and designed to provide opport u n i t i e sfor students to demonstrate the full range of their learning;

• are appropriate for the learning activities used, the purposes of instruction, and the needsand experiences of the students;

• are fair to all students;

• accommodate the needs of exceptional students, consistent with the strategies outlined intheir Individual Education Plan;

• accommodate the needs of students who are learning the language of instruction (Englishor French);

• ensure that each student is given clear directions for improvement;

• promote students’ ability to assess their own learning and to set specific goals;

• include the use of samples of students’ work that provide evidence of their achievement;

• are communicated clearly to students and parents at the beginning of the school year orsemester and at other appropriate points throughout the year.

Assessment and Evaluation of StudentA c h i eve m e n t

15A S S E S S M E N T A N D E V A L U A T I O N O F S T U D E N T A C H I E V E M E N T

All curriculum expectations must be accounted for in instruction, but evaluation focuses onstudents’ achievement of the overall expectations. A student’s achievement of the overall expec-t a t i o n s is evaluated on the basis of his or her achievement of related specific expectations.Theoverall expectations are broad in nature, and the specific expectations define the particular con-tent or scope of the knowledge and skills re f e rred to in the overall expectations.Te a c h e rs willuse their professional judgement to determine which specific expectations should be used toevaluate achievement of the overall expectations, and which ones will be covered in instruc-tion and assessment (e.g., through direct observation) but not necessarily evaluated.

The characteristics given in the achievement chart (pages 18–19) for level 3 represent the“provincial standard” for achievement of the expectations in a course. A complete picture ofoverall achievement at level 3 in a course in Canadian and world studies can be constructed byreading from top to bottom in the shaded column of the achievement chart, headed “70–79%(Level 3)”. Parents of students achieving at level 3 can be confident that their children will beprepared for work in subsequent courses.

L evel 1 identifies achievement that falls much below the provincial standard , while still re fle c t i n ga passing grade. Level 2 identifies achievement that approaches the standard. Level 4 identifiesachievement that surpasses the standard. It should be noted that achievement at level 4 doesnot mean that the student has achieved expectations beyond those specified for a particularcourse. It indicates that the student has achieved all or almost all of the expectations for thatcourse, and that he or she demonstrates the ability to use the specified knowledge and skills inmore sophisticated ways than a student achieving at level 3.

The Ministry of Education provides teachers with materials that will assist them in improvingtheir assessment methods and strategies and, hence, their assessment of student achievement.These materials include samples of student work (exemplars) that illustrate achievement ateach of the four levels.

The Achievement Chart for Canadian and World Studies

The achievement chart that follows identifies four categories of knowledge and skills inCanadian and world studies. The achievement chart is a standard province-wide guide to beused by teachers. It enables teachers to make judgements about student work that are based onclear performance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

• p rovide a framework that encompasses all curriculum expectations for all courses in all gr a d e sand subjects represented in this document;

• guide the development of assessment tasks and tools (including rubrics);

• help teachers to plan instruction for learning;

• assist teachers in providing meaningful feedback to students;

• provide various categories and criteria with which to assess and evaluate student learning.


Categories of knowledge and skills. The categories, defined by clear criteria, represent fourbroad areas of knowledge and skills within which the subject expectations for any givencourse are organized. The four categories should be considered as interrelated, reflecting thewholeness and interconnectedness of learning.

The categories of knowledge and skills are described as follows:

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

T h i n k i n g.The use of critical and cre a t ive thinking skills and/or pro c e s s e s , as follow s :– planning skills (e.g., focusing research, gathering information, organizing an inquiry)– processing skills (e.g., analysing, evaluating, synthesizing)– critical/creative thinking processes (e.g., inquiry, problem solving, decision making, research)

C o m mu n i c a t i o n . The conveying of meaning through va rious form s , as follow s :– oral (e.g., story, role play, song, debate)– written (e.g., report, letter, diary)– visual (e.g., model, map, chart, movement, video, computer graphics)

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

Teachers will ensure that student work is assessed and/or evaluated in a balanced manner withrespect to the four categories, and that achievement of particular expectations is consideredwithin the appropriate categories.

Criteria.Within each category in the achievement chart, criteria are provided, which are subsets of the knowledge and skills that define each category. For example, in Knowledge andUnderstanding, the criteria are “knowledge of content (e.g., facts, terms, definitions) ”a n d“ u n d e rstanding of content (e. g . ,c o n c e p t s ,i d e a s ,t h e o ri e s ,p ro c e d u re s, processes, methodologies,and/or technologies)”. The criteria identify the aspects of student performance that areassessed and/or eva l u a t e d , and serve as guides to what to look for.

Descriptors. A “ d e s c ri p t o r ” indicates the characteristic of the student’s perform a n c e, with re s p e c tto a particular criterion, on which assessment or evaluation is focused. In the achievementchart, effectiveness is the descriptor used for each criterion in the Thinking, Communication,and Application categories. What constitutes effectiveness in any given performance task willvary with the particular criterion being considered. Assessment of effectiveness may thereforefocus on a quality such as appro p ri a t e n e s s ,c l a ri t y, a c c u r a c y, p re c i s i o n ,l ogi c, re l eva n c e, s i g n i fic a n c e,f l u e n c y, fle x i b i l i t y, d e p t h , or bre a d t h , as appro p riate for the particular cri t e ri o n . For example,in the Thinking category, assessment of effectiveness might focus on the degree of re l eva n c eor depth apparent in an analysis; in the Communication category, on clarity of expression orlogical organization of information and ideas; or in the Application category, on appropriate-ness or breadth in the making of connections. Similarly, in the Knowledge and Understandingcategory, assessment of knowledge might focus on accuracy, and assessment of understandingmight focus on the depth of an explanation. Descriptors help teachers to focus their assess-ment and evaluation on specific knowledge and skills for each category and criterion, and helpstudents to better understand exactly what is being assessed and evaluated.


Qualifiers. A specific “qualifier” is used to define each of the four levels of achievement – thatis, limited for level 1, some for level 2, considerable for level 3, and a high degree or thorough forl evel 4. A qualifier is used along with a descriptor to produce a description of performance at ap a rticular leve l . For example, the description of a student’s performance at level 3 with re s p e c tto the first criterion in the Thinking category would be: “the student uses planning skills withconsiderable effectiveness”.

The descriptions of the levels of achievement given in the chart should be used to identify thelevel at which the student has achieved the expectations. In all of their cours e s , students mu s tbe provided with nu m e rous and va ried opportunities to demonstrate the full extent of theira c h i evement of the curriculum expectations, a c ross all four categories of knowledge and skills.


Communication The conveying of meaning through various forms

The student:

Expression and organ-ization of ideas andinformation (e.g., clearexpression, logical orga-nization) in oral, written,and visual forms

– expresses and

organizes ideas and

information with

limited effectiveness

– expresses and

organizes ideas and

information with some

effectiveness

– expresses and

organizes ideas

and information

with considerable

effectiveness

– expresses and

organizes ideas

and information

with a high degree

of effectiveness

Achievement Chart – Canadian and World Studies, Grades 9–12

Knowledge and Understanding S u b j e c t - s p e c i fic content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student:

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

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Knowledge of content(e.g., facts, terms, definitions)

Understanding of content (e.g., concepts,ideas, theories, pro-cedures, processes,methodologies, and/ortechnologies)

– demonstrates limited

knowledge of content

– demonstrates limited

understanding of

content

– demonstrates some

knowledge of content

– demonstrates some

understanding of

content

– demonstrates

considerable knowl-

edge of content

– demonstrates

considerable under-

standing of content

– demonstrates

thorough knowledge

of content

– demonstrates

thorough understand-

ing of content

Use of planning skills(e.g., focusing research,gathering information,organizing an inquiry,asking questions, setting goals)

Use of processing skills (e.g., analysing,generating, integrating,synthesizing, evaluating,detecting point of viewand bias)

Use of critical/creativethinking processes (e.g., inquiry process,problem-solvingprocess, decision-making process,research process)

– uses planning

skills with limited effec-

tiveness

– uses processing

skills with limited effec-

tiveness

– uses critical/creative

thinking processes

with limited

effectiveness

– uses planning

skills with some

effectiveness

– uses processing

skills with some

effectiveness

– uses critical/

creative thinking

processes with

some effectiveness

– uses planning skills

with considerable

effectiveness

– uses processing skills

with considerable

effectiveness


thinking processes

with considerable

effectiveness

– uses planning skills

with a high degree

of effectiveness

– uses processing skills

with a high degree

of effectiveness


thinking processes

with a high degree

of effectiveness


Communication (cont.)

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Communication for different audiences(e.g., peers, adults) and purposes (e.g., toinform, to persuade) in oral, written, andvisual forms

Use of conventions (e.g., conventions ofform, map conventions),vocabulary, and termi-nology of the disciplinein oral, written, andvisual forms

– communicates for

different audiences and

purposes with


– uses conventions,

vocabulary, and

terminology of the

discipline with limited

effectiveness



purposes with some

effectiveness


vocabulary, and

terminology of the

discipline with some

effectiveness



purposes with

considerable

effectiveness


vocabulary, and

terminology of the

discipline with

considerable

effectiveness



purposes with a high

degree of effectiveness


vocabulary, and

terminology of the

discipline with a high


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

The student:

Application of knowl-edge and skills (e.g.,concepts, procedures,processes, and/or tech-nologies) in familiarcontexts

Transfer of knowl-edge and skills (e.g.,concepts, procedures,methodologies, technologies) to new contexts

Making connectionswithin and between various contexts (e.g., past, present, and future; environ-mental; social; cultural; spatial; personal; multidisciplinary)

– applies knowledge

and skills in familiar

contexts with limited

effectiveness

– transfers knowledge

and skills to new

contexts with limited

effectiveness

– makes connections

within and between

various contexts with




contexts with some

effectiveness


and skills to new

contexts with some

effectiveness


within and between

various contexts with

some effectiveness



contexts with

considerable

effectiveness


and skills to new

contexts with

considerable

effectiveness


within and between

various contexts

with considerable

effectiveness



contexts with a high



and skills to new

contexts with a high



within and between

various contexts

with a high degree

of effectiveness

Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.


Evaluation and Reporting of Student Achievement

Student achievement must be communicated formally to students and parents by means of theProvincial Report Card, Grades 9–12.The report card provides a record of the student’sachievement of the curriculum expectations in every course, at particular points in the schoolyear or semester, in the form of a percentage grade. The percentage grade represents the qual-ity of the student’s overall achievement of the expectations for the course and reflects the cor-responding level of achievement as described in the achievement chart for the discipline.

A final grade is recorded for every course, and a credit is granted and recorded for everycourse in which the student’s grade is 50% or higher. The final grade for each course inGrades 9–12 will be determined as follows:

• S eventy per cent of the grade will be based on evaluations conducted throughout the cours e.This portion of the grade should re flect the student’s most consistent level of achieve m e n tt h roughout the cours e, although special consideration should be given to more recent ev i-dence of achieve m e n t .

• T h i rty per cent of the grade will be based on a final evaluation in the form of an examina-t i o n ,p e r f o rm a n c e, e s s ay, and/or other method of evaluation suitable to the course contentand administered towa rds the end of the cours e.

21

Teachers who are planning a program in Canadian and world studies must take into accountconsiderations in a number of important areas, including those discussed below.

Teaching ApproachesStudents learn best when they are engaged in a variety of ways of learning. Canadian andworld studies courses lend themselves to a wide range of approaches in that they require students to research, think critically, work cooperatively, discuss relevant issues, and make deci-sions about significant human concerns. When students are engaged in such active learningstrategies, they tend to retain knowledge for longer periods and to develop meaningful skills.Active learning strategies also enable students to apply their knowledge and skills to real-lifeissues and situations.

Some of the teaching and learning strategies that are suitable to material taught in Canadianand world studies are fieldwork (including data collection), cooperative small-group learning,role playing, simulations, brainstorming, mind mapping, creating scenarios for decision mak-ing, independent research, personal reflection, seminar presentations, Socratic lessons, and con-structive or creative dialogue. In combination, such approaches promote the acquisition ofknowledge, foster positive attitudes towards learning, and encourage students to become life-long learners.

Teachers must provide a wide range of activities and assignments that encourage mastery ofbasic concepts and development of inquiry/research skills. To make their programs interestingand relevant, they must help students to relate the knowledge and skills gained to issues andproblems in the world outside – for example, to the challenges associated with sustainabledevelopment, or the advantages and disadvantages of various economic associations, or present-day trends in employment and the workplace. It is essential to emphasize the relation-ship of Canadian and world studies to the world outside school so that students recognize thatthese areas of study are not just school subjects but fields of knowledge that affect their lives,their communities, and the world.

Students’ attitudes towards Canadian and world studies can have a significant effect on theirachievement of expectations. Teaching methods and learning activities that encourage studentsto recognize the value and relevance of what they are learning will go a long way towardsmotivating students to work and learn effectively.

In all courses, consideration should be given to including visits from guest speakers and trips tolocal museums, archaeological digs, geographic features (e.g., land formations, rivers), art gal-leries, and festivals. Students develop a better understanding of various aspects of the study ofhistory and geography when they can see and experience actual examples of historical eventsand/or the geographic features they are studying. Such experiences also give them a betterappreciation of the unique features and people in the community in which they live.

Some Considerations for Program Planning inCanadian and World Studies


The Importance of the Study of Current EventsThe study of current events forms an integral component of the Canadian and world studiescurriculum, enhancing both the relevance and the immediacy of the program. Discussion ofcurrent events not only stimulates student interest and curiosity but also helps students to con-nect what they are learning in class with past and present-day world events or situations. Thestudy of current events needs to be thought of not as a separate topic removed from the pro-gram but as an integral extension of the expectations found in the curriculum.

Planning Canadian and World Studies Programs for Exceptional StudentsIn planning Canadian and world studies courses for exceptional students, teachers shouldbegin by examining both the curriculum expectations for the course and the needs of theindividual student to determine which of the following options is appropriate for the student:

• no accommodations* or modifications; or

• accommodations only; or

• modified expectations, with the possibility of accommodations

If the student requires either accommodations or modified expectations, or both, the relevantinformation, as described in the following paragraphs, must be recorded in his or herIndividual Education Plan (IEP). For a detailed discussion of the ministry’s requirements forIEPs, see Individual Education Plans: Standards for Development, Program Planning, and Implemen-tation, 2000 (referred to hereafter as IEP Standards, 2000). More detailed information aboutplanning programs for exceptional students can be found in The Individual Education Plan(IEP): A Resource Guide, 2004. (Both documents are available at http://www.edu.gov.on.ca.)

Students Requiring Accommodations Only. With the aid of accommodations alone, someexceptional students are able to participate in the regular course curriculum and to demon-strate learning independently. (Accommodations do not alter the provincial curriculumexpectations for the course.) The accommodations required to facilitate the student’s learningmust be identified in his or her IEP (see IEP Standards, 2000, page 11). A student’s IEP islikely to reflect the same accommodations for many, or all, courses.

There are three types of accommodations. Instructional accommodations are changes in teachingstrategies, including styles of presentation, methods of organization, or use of technology andmultimedia. Environmental accommodations are changes that the student may require in the class-room and/or school environment, such as preferential seating or special lighting. Assessmentaccommodations are changes in assessment procedures that enable the student to demonstrate hisor her learning, such as allowing additional time to complete tests or assignments or permit-ting oral responses to test questions (see page14 of IEP Standards, 2000, for more examples).

If a student requires “accommodations only” in Canadian and world studies courses, assess-ment and evaluation of his or her achievement will be based on the appropriate course cur-riculum expectations and the achievement levels outlined in this document.

* “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or individualizedequipment.

23S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N C A N A D I A N A N D W O R L D S T U D I E S

Students Requiring Modified Expectations. Some exceptional students will require modi-fied expectations, which differ from the regular course expectations. For most students, modi-fied expectations will be based on the regular course curriculum, with changes in the numberand/or complexity of the expectations. It is important to monitor, and to reflect clearly in thestudent’s IEP, the extent to which expectations have been modified. As noted in Section 7.12of the ministry’s policy document Ontario Secondary Schools, Grades 9 to 12: Program andDiploma Requirements, 1999, the principal will determine whether achievement of the modi-fied expectations constitutes successful completion of the course and will decide whether thestudent is eligible to receive a credit for the course. This decision must be communicated tothe parents and the student.

When a student is expected to achieve most of the curriculum expectations for the course,the modified expectations should identify how they differ from the course expectations.Whenmodifications are so extensive that achievement of the learning expectations is not likely toresult in a credit, the expectations should specify the precise requirements or tasks on whichthe student’s performance will be evaluated and which will be used to generate the coursemark recorded on the Provincial Report Card. Modified expectations indicate the knowledgeand/or skills the student is expected to demonstrate and have assessed in each reporting period(IEP Standards, 2000, pages 10 and 11). Modified expectations represent specific, realistic,observable, and measurable achievements and describe specific knowledge and/or skills thatthe student can demonstrate independently, given the appropriate assessment accommodations.The student’s learning expectations must be reviewed in relation to the student’s progress atleast once every reporting period, and must be updated as necessary (IEP Standards, 2000,page 11).

If a student requires modified expectations in Canadian and world studies courses, assessmentand evaluation of his or her achievement will be based on the learning expectations identifiedin the IEP and on the achievement levels outlined in this document. If some of the student’slearning expectations for a course are modified but the student is working towards a credit forthe course, it is sufficient simply to check the IEP box. If, however, the student’s learningexpectations are modified to such an extent that the principal deems that a credit will not begranted for the course, the IEP box must be checked and the appropriate statement from theGuide to the Provincial Report Card, Grades 9–12, 1999 (page 8) must be inserted.The teacher’scomments should include relevant information on the student’s demonstrated learning of themodified expectations, as well as next steps for the student’s learning in the course.

English As a Second Language and English Literacy Development (ESL/ELD)Young people whose first language is not English enter Ontario secondary schools with dive rs elinguistic and cultural backgrounds. Some may have experience of highly sophisticated educa-tional systems, while others may have had limited formal schooling. All of these students bringa rich array of background knowledge and experience to the classroom, and all teachers mustshare in the responsibility for their English-language development.

Students who come to Ontario from other countries will find the study of the subjects withinCanadian and world studies particularly useful. Through this study, they can develop an under-standing of Canadian economics, geography, history, law, and politics that will help them tobecome well-informed Canadian citizens.


Teachers of Canadian and world studies must incorporate appropriate strategies for instructionand assessment to facilitate the success of the ESL and ELD students in their classrooms. Thesestrategies include:

• modification of some or all of the course expectations, based on the student’s level ofEnglish proficiency;

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organiz-ers, 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 diction-aries, and culturally diverse materials);

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews andtasks requiring completion of graphic organizers and cloze sentences instead of essay ques-tions and other assessment tasks that depend heavily on proficiency in English).

Students who are no longer taking ESL or ELD courses may still require program adaptationsto be successful.When learning expectations in a course other than ESL and ELD are modi-fied, or accommodations to the learning environment are made, this must be clearly indicatedon the student’s report card by checking the ESL or ELD box. (See Guide to the ProvincialReport Card, Grades 9–12, 1999.)

For further information on supporting ESL and ELD students, refer to The Ontario Curriculum,Grades 9 to 12: English As a Second Language and English Literacy Development, 1999.

Antidiscrimination Education in Canadian and World StudiesThe Canadian and world studies curriculum is designed to help students acquire the “habits ofm i n d ” essential for citizens in a complex democratic society characterized by rapid technologi-c a l , e c o n o m i c, p o l i t i c a l , and social change. Students are expected to demonstrate an under-standing of the ri g h t s ,p riv i l e g e s , and responsibilities of citizenship, as well as willingness tos h ow re s p e c t ,t o l e r a n c e, and understanding towa rds indiv i d u a l s , gro u p s , and cultures in theglobal community and respect and responsibility towa rds the env i ro n m e n t .T h ey are alsoexpected to understand that protecting human rights and taking a stand against racism andother expressions of hatred and discrimination are basic re q u i rements of re s p o n s i ble citizenship.

In Canadian and world studies, students learn about the contributions of a variety of peoples,in the past and the present, to the development of Canada and the world. The critical thinkingand research skills acquired in Canadian and world studies courses will strengthen students’ability to recognize bias and stereotypes in contemporary as well as historical portrayals, view-points, representations, and images. Learning activities and resources used to implement thecurriculum should be inclusive in nature, reflecting diverse points of view and experiences,including Aboriginal perspectives. They should enable students to become more sensitive tothe experiences and perceptions of others.

Literacy, Numeracy, and Inquiry/Research SkillsSuccess in Canadian and world studies courses depends in large part on strong literacy skills.Many of the activities and tasks students undertake in Canadian and world studies coursesinvolve the use of written, oral, and visual communication skills. For example, students uselanguage to record their observations, to describe their inquiries in both informal and formal

25S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N C A N A D I A N A N D W O R L D S T U D I E S

contexts, and to present their findings in oral presentations and written reports. The languageof Canadian and world studies courses includes special terms associated with the subjects thatthe program encompasses. The study of these subjects will thus encourage students to use lan-guage with greater care and precision and will enhance their ability to communicate effec-tively. The Ministry of Education has facilitated the development of materials to support liter-acy instruction across the curriculum. Helpful advice for integrating literacy instruction inCanadian and world studies courses may be found in the following resource documents:

• Think Literacy: Cross-Curricular Approaches, Grades 7–12, 2003

• Think Literacy: Cross-Curricular Approaches, Grades 7–12 – Geography: Subject-Specific Examples,Grades 7–9, 2004

The Canadian and world studies curriculum also builds on and re i n f o rces certain aspects of themathematics curri c u l u m . For example, c l e a r, concise communication may invo l ve the use ofva rious diagr a m s ,c h a rt s ,t a bl e s , and graphs to organize, i n t e rp re t , and present inform a t i o n .

In all courses in Canadian and world studies, students will develop their ability to ask questionsand to plan investigations to answer those questions. They need to learn a variety of researchmethods in order to carry out their investigations; they also need to know which methods touse in a particular inquiry. Students will learn how to locate relevant information from a vari-ety of sources, such as books, newspapers, field studies and interviews, climate maps, aerialphotographs and satellite images, diagrams and charts, and electronic sources. As they advancethrough the grades, students will be expected to use these sources with increasing sophistica-tion.They will also be expected to distinguish between primary and secondary sources, todetermine their validity and relevance, and to use them in appropriate ways.

The Role of Technology in Canadian and World StudiesInformation and communications technology (ICT) provides a range of tools that can signifi-cantly extend and enrich teachers’ instructional strategies and support students’ learning inCanadian and world studies. These tools include simulations, multimedia resources, databases,and computer-assisted learning modules.Teachers can use ICT tools and resources both forwhole class instruction and for the design of curriculum to meet diverse student needs.

ICT can be used to connect students to other schools, locally and abroad, and to bring theglobal community into the local classroom.Through Internet websites and CD-ROM tech-nology, students can now access primary resources held in museums, libraries, archives, andpublic institutions across the country and around the world. ICT resources allow secondarystudents to conduct more far-ranging and authentic research than ever before.

Applications such as databases, spreadsheets, word processors, and presentation software can beused to support various methods of inquiry.The technology also makes possible simulations ofcomplex systems that are useful for problem-solving purposes or when field studies on a par-ticular topic are not feasible. Students are able to develop job-related computer skills throughthe use of industry applications such as geographic information systems (GIS) and the globalpositioning system (GPS).


Career Education in Canadian and World StudiesThe knowledge and skills students acquire in Canadian and world studies courses will be use-ful in a variety of careers. For example, the study of economics increases students’ awareness ofthe ways in which local and global events and trends affect not only the economy but alsotheir own career opportunities. A background in geography, history, politics, or law can lead toemployment in fields such as law, politics, resource management, information technology,teaching, recreation, hospitality and tourism, and journalism. Students should be made awareof these possibilities and encouraged to explore areas of interest to them.

Health and Safety in Canadian and World StudiesAlthough health and safety issues are not normally associated with Canadian and world stud-ies, they may be important when the learning involves fieldwork. Out-of-school fieldworkcan provide an exciting and authentic dimension to students’ learning experiences. It alsotakes the teacher and students out of the predictable classroom environment into unfamiliarsettings.Teachers must preview and plan activities and expeditions carefully to protect students’ health and safety.

27

G e ogr a p hy

Overview

G e ogr a p hy is an integr a t ive subject that brings a va riety of pers p e c t ive s , both social and phy s i c a l ,to the study of people, places, and environments around the world. Knowing where physical,social, or political events or processes occur helps students gain a spatial perspective on them.Understanding the processes that shape the earth and knowing how life forms interact withthe env i ronment allow them to view events from an ecological pers p e c t ive. H i s t o rical andeconomic pers p e c t ives help students understand the relationship between people and theirenvironments, as well as interactions that occur among groups of people. Studying geography,s t udents receive practical guidance for decision making and problem solving in geographicplanning, economic development, and environmental and resource management.

As the world’s economies become increasingly interdependent, as pressures on the world’sresources mount, and as concerns about issues such as global warming, urbanization, and population growth escalate, people need to become geographically literate and able to makeinformed judgements about environmental and social issues.The Grade 9 Geography ofCanada course provides students with a foundation in this essential area of learning.

Strands

The following are the five strands into which the Geography of Canada course is organized.

Geographic Foundations: Space and Systems. When geographers study the earth’s surface, theywork with spatial measurements such as elevation, distance, area, direction, and scale, as well aswith complex ideas such as place, region, distribution, and pattern. Geography also includesthe study of physical, economic, cultural, and political systems. By learning about the structure,evolution, and interaction of these systems, students gain insight into the interconnectedness ofthe physical and human worlds.

Human-Environment Interactions. People are an integral part of the natural environment. Thenatural environment affects people’s lives in many fundamental ways, and people in turn affectthe environment through their policies and activities. A similar relationship exists betweenpeople and their urban, cultural, and economic environments. Students need to understandthese relationships in order to analyse the human consequences of natural events and theeffects of human decisions on the environment.

Global Connections. Geography requires that students assume a global perspective on eventsand processes in any part of the world. Geographers study the special characteristics of differ-ent parts of the world and the connections between them. They consider issues that affectlocal communities and those that affect the whole world. Since the world’s economies arebecoming increasingly interconnected, and the flow of people, products, money, information,and ideas around the world is accelerating, a global perspective is particularly important fortoday’s students.


Understanding and Managing Change. As the world undergoes continual change, studentsneed many different kinds of knowledge and skills to be successful. Geographers use bothlocal and global perspectives to identify trends, analyse the factors that cause change, and fore-cast the effects of change in the relationships between the earth’s natural and human systems.These kinds of knowledge and skills are invaluable in problem solving and planning.

Methods of Geographic Inquiry and Communication. Geographers use a wide array ofapproaches and tools in their work. Some of these, such as fieldwork and computer analysis,are used in various disciplines; others are specific to geographic studies.The latter includemapping, interpretation of aerial photographs, remote sensing, and image analysis using theglobal positioning system (GPS) and geographic information systems (GIS). The study ofgeography is especially relevant to contemporary students because, in addition to teachingthem to view the world from both spatial and ecological perspectives, it familiarizes them withthis broad range of new and traditional techniques and approaches.

29

G e o gr a p h y of Canada, Grade 9,Academic ( C G C 1 D )

This course explores Canada’s distinct and changing character and the geographic systems andrelationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic, c u l t u r a l , and env i ronmental connectionsto other countri e s . Students will use a va riety of geotechnologies and inquiry and commu n i c a-tion methods to analyse and evaluate geographic issues and present their fin d i n g s .


Geographic Foundations: Space and Sy s t e m s

Overall Expectations

By the end of this course, students will:

• describe the components and patterns of Canada’s spatial organization;

• demonstrate an understanding of the regional diversity of Canada’s natural and human systems;

• analyse local and regional factors that affect Canada’s natural and human systems.

Specific Expectations

Building Knowledge and Understanding


– explain the terms and concepts associatedwith regions (e.g., bioregion, ecozone, “ecolog-ical footprint”, boundaries, transition zone,ecumene);

– describe the characteristics (e.g., complex,interconnected, life supporting, driven by solar energy) of natural systems (e.g.,climate, biomes, the lithosphere, the hydrosphere);

– describe the characteristics (e.g., complex,interconnected, affecting natural systems)of human systems (e.g., transportation,communication, infrastructure, energy net-works, economic systems);

– outline the criteria used to define selectedCanadian ecozones and describe theprocesses and interactions that shape thoseecozones;

– distinguish between the characteristics ofurban and rural environments (e.g., differ-ences in population density, land use, formsof settlement, development patterns, typesof employment);

– explain the geographical requirements thatdetermine the location of businesses,industries, and transportation systems.

Developing and Practising Skills


– analyse variations in population densityand use their findings to explain overallpopulation patterns;

– illustrate and explain the regional distribu-tion patterns of various peoples acrossCanada (e.g.,Aboriginal peoples,Francophones, immigrant groups);

– analyse the location pattern of recent FirstNation land claims in Canada.

Learning Through Application


– identify criteria with which to evaluatethe effect of government land use policyon planning in the local community;

– compare different ways of providinghuman systems (e.g., transportation, socialservices, resource management, politicalstructures) for a territory (e.g., Nunavut)and areas in southern Canada;

– use a reasoned argument to identify thebest place to live in Canada and justifytheir choice;

– predict future locations of businesses,industries, and transportation systems inCanada;

– identify and describe examples of Canadiana rt (e. g . , in dance, d r a m a ,l i t e r a t u re, mu s i c,visual arts) that reflect natural or culturallandscapes.

31G E O G R A P H Y O F C A N A D A , G R A D E 9 , A C A D E M I C ( C G C 1 D )



• explain the relationship of Canada’s re n ewa ble and non-re n ewa ble re s o u rces to the Canadiane c o n o my ;

• analyse the ways in which natural systems interact with human systems and make pre d i c t i o n sabout the outcomes of these interactions;

• evaluate va rious ways of ensuring re s o u rce sustainability in Canada.




– explain how human activities (e.g., agri-cultural and urban development, wastemanagement, parks development, forestharvesting, land reclamation) affect, or areaffected by, the environment;

– describe how natural systems (e.g., climate,soils, landforms, natural vegetation, wild-life) influence cultural and economicactivities (e.g., recreation, transportation,employment opportunities);

– describe the regional distribution ofCanada’s energy sources and the relativeimportance of each source;

– identify the role of government in man-aging resources and protecting the environment;

– explain the ways in which the traditionalecological knowledge of Aboriginal peo-ples, including their concepts of place,wilderness, and boundaries, influenceshow they interact with their environment.



– assess the value of Canada’s key naturalresources, including agricultural lands andwilderness;

– assess the feasibility of using selectedrenewable and alternative energy sources(e.g., solar, wind, tidal, hydrogen fuel cell)to implement conservation strategies;

– evaluate differing viewpoints on the bene-fits and disadvantages of selected resourcemegaprojects (e.g., James Bay hydro com-plex, Hibernia offshore oilfields,Athabascaoil sands, diamond mines in the Nort h we s tTerritories, Mackenzie Valley oil/gaspipeline);

– assess how the effects of urban growth(e.g., development on former farm lands,destruction of wildlife habitats, draining ofmarshes) alter the natural environment;

– present findings from research on ways ofimproving the balance between humanand natural systems (e.g., recycling, riverclean-ups, ecological restoration of localwoodlots or schoolyards, industrial initia-tives to reduce pollution).



– analyse and evaluate the success, in envi-ronmental and economic terms, of localwaste management methods;

– evaluate solutions to environmental prob-lems proposed by various groups (e.g., bygovernment, industry, environmentalists,community members) and make recom-mendations for sustainable resource use;

– recommend ways in which individuals cancontribute to the quality of life in theirhome, local ecozone, province, nation, andthe world.

Human-Environment Interactions


Global Connections



• describe how Canada’s diverse geography affects its economic, cultural, and environmentallinks to other countries;

• analyse connections between Canada and other countries;

• report on global issues that affect Canadians.




– explain the role of selected internationalorganizations and agreements and whyCanada participates in them (e.g., UnitedNations, Commonwealth of Nations,World Health Organization, NorthAtlantic Treaty Organization,World TradeOrganization,Asia-Pacific EconomicCooperation, Sommet de la Francophonie,International Olympic Committee, InuitCircumpolar Games; North AmericanFree Trade Agreement, Kyoto Protocol);

– summarize significant contributionsCanada makes to the world (e.g., in peace-keeping, telecommunications technology,humanitarian aid, sports, arts);

– explain how Canada’s natural systems formpart of global natural systems (e.g., PacificRing of Fire, continental shelves, globalbiomes).



– compare Canada’s approaches to specificconcerns (e.g., species loss, deforestation,pesticide use, cross-border pollution,movement of people, trade) with theapproaches of other nations;

– evaluate Canada’s participation in organi-zations that deal with global issues (e.g.,global warming, biodiversity, humanrights);

– analyse the global distribution of selectedcommodities and determine Canada’sshare of each (e.g., minerals, fuels, forestand agricultural products, manufacturedgoods and services);

– summarize ways in which the economiesof Canada and the rest of the world areinterdependent;

– evaluate the importance of tourism toCanada’s economic development.



– compare, in terms of resource use andconsumption, the “ecological footprint” ofan average Canadian with that of an aver-age citizen in a developing country;

– produce a set of guidelines for developinga solution to a global geographic or envi-ronmental issue.


Understanding and Managing Change



• explain how natural and human systems change over time and from place to place;

• predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being;

• explain how global economic and environmental factors affect individual choices.




– recognize the similarities among culturesand the need to respect cultural differences;

– explain how selected factors cause changein human and natural systems (e.g., tech-nological developments, corporate andgovernment policies, zoning by-laws, nat-ural hazards, global warming);

– identify and explain the factors influencingdemographics and migration in Canada.



– analyse different perspectives on a geo-graphic issue (e.g., clear-cutting, waste dis-posal, urban sprawl) and present argumentssupporting a point of view;

– predict the consequences of human activi-ties (e.g., agriculture, recreation) on naturalsystems (e.g., soil depletion, climatechange);

– analyse the positive and negative effects onpeople and the environment of the manu-facture, transportation to market, and con-sumption of selected products (e.g., cars,clothing, tropical food products).



– evaluate the impact of change (e.g., newtechnologies) on a selected planning pro-ject (e.g., residential or resort develop-ment, urban renewal, installation of waterand sewage systems);

– predict various global environmentalchanges (e.g., global warming) and theimpact they may have in the future on theoccupations of Canadians (e.g., wheatfarming in the Arctic) in various sectors of the economy (e.g., primary, secondary,tertiary, quaternary).


Methods of Geographic Inquiry and Communication



• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation about Canada’s natural and human systems;

• analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies;

• communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions todefine a topic, problem, or issue and tofocus a geographic inquiry;

– gather geographic information from pri-mary sources (e.g., field research, surveys,interviews) and secondary sources (e.g.,reference books, mainstream and alterna-tive media, CD-ROMs, the Internet) toresearch a geographic issue;

– evaluate the credibility of sources (e.g., authority, impartiality, expertise) andthe reliability and usefulness of informa-tion (e.g., accuracy and relevance, absenceof bias or prejudice, arguments substanti-ated by evidence);

– identify various career opportunities in thefield of geography, and the educationalrequirements associated with them.

Interpretation and Analysis


– distinguish among opinion, argument, andfact in research sources;

– identify and describe the technologies usedin geographic inquiry (e.g., geographicinformation systems [GIS], global position-ing system [GPS], hypermedia);

– use graphic organizers (e.g., semanticwebs, timelines, future wheels, analogycharts,Venn diagrams) to clarify and inter-pret geographic information;

– use different types of maps (e.g., road,topographical, thematic) to interpret geo-graphic relationships, including changesover time in a specific location;

– use appropriate statistical methods (e.g.,calculate averages, medians, correlations)and categories of data (e.g., populationdistribution, density, migration rates) ingeographic analysis, observing acceptedconventions;

– provide appropriate and sufficient geo-graphic evidence and well-reasoned arguments, to support opinions and conclusions;

– collect and synthesize information aboutthe local ecozone;

– analyse a regional or national geographicissue on the basis of information gatheredthrough research (e.g., designate a WorldHeritage Site; select the best site for a par-ticular manufacturing industry);

– make planning decisions concerning aregional community after studying itsexisting natural and human systems (e.g., transportation, communication,energy networks, ecozones).


Communication


– communicate the results of geographicinquiries, for different audiences and pur-poses, using a variety of forms (e.g.,reports, role plays, presentations, essays)and including geographic visual supports,both conventional (e.g., photographs,charts, graphs, models, organizers, dia-grams, maps) and geotechnological (e.g.,computer-generated maps and graphs,aerial photographs, satellite images);

– use an accepted form of academic docu-mentation (e.g., footnotes, endnotes, orauthor-date citations; bibliographies orreference lists) to acknowledge all infor-mation sources, including electronicsources;

– use appropriate terminology (e.g., location,p l a ce, region, pattern, urban, suburban, rural,wilderness) to communicate results of geo-graphic inquiries.

36

G e o gr a p h y of Canada, Grade 9,Applied ( C G C 1 P )

This course focuses on geographic issues that affect Canadians today. Students will draw onpersonal and everyday experiences as they learn about Canada’s distinct and changing char-acter and the natural and human systems and global influences that shape the country.Students will use a variety of geotechnologies and inquiry and communication methods toexamine practical geographic questions and communicate their findings.

37G E O G R A P H Y O F C A N A D A , G R A D E 9 , A P P L I E D ( C G C 1 P )

Geographic Foundations: Space and Sy s t e m s



• identify patterns and diversity in Canada’s natural and human systems;

• illustrate regional differences using the concept of ecozone;

• describe issues that affect natural and human systems in Canada.




– use the terms and concepts associated withregions (e.g., single- and multi-factor, bound-aries, transition zone, ecozone);

– describe selected characteristics of naturalsystems (e.g., climate, landforms, naturalvegetation);

– describe selected characteristics of humansystems (e.g., transportation networks,population, industry);

– describe how natural and human systemsinteract within selected Canadian ecozones;

– identify characteristics of urban, suburban,fringe, and rural environments (e.g., popu-lation density, land use).



– compare and contrast two ecozones toillustrate physical and cultural diversity;

– determine the best place (e.g., ecozone,region, city) to locate an industry inCanada, using a decision-making process;

– propose criteria (e.g., public support,accessibility, uniqueness of physical fea-tures) for determining the most appropri-ate location for a new provincial ornational park;

– identify and explain the regional patternsof population distribution of Aboriginaland non-Aboriginal people across Canada(e.g., where various groups are located andwhy they settled there).



– explain the challenges of developinghuman systems (e.g., transportation, socialservices, resource management, politicalstructures) in a territory (e.g., Nunavut);

– evaluate how well Canadian natural sys-tems are protected (e.g., by means of con-servation areas, provincial parks, nationalparks,World Heritage Sites).


Human-Environment Interactions



• assess the impact of human systems and/or resource extraction on the natural environment;

• describe ways in which renewable, non-renewable, and flow resources are used in Canada;

• relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s eco-nomic and environmental well-being.




– describe the role of key stakeholders (e.g., governments, non-governmentalorganizations [NGOs], the private sector,cultural and community groups, individu-als) in protecting the environment (e.g.,through emissions testing, air-quality regu-lations, environmental assessments, water-quality testing);

– describe the techniques used in variousforms of resource extraction (e.g., strip andshaft mining, clear-cutting and selectivecutting, intensive and extensive agriculture,inshore/offshore fishing and aquaculture);

– identify the ways in which the traditionalecological knowledge and perspective ofAboriginal peoples influence how theyinteract with their environments today(e.g.,Aboriginal view of hot springs as tra-ditional sacred sites, not tourist attractions);

– identify the locations and determine therelative importance of Canada’s majorenergy sources.



– use selected criteria (e.g., costs, capacity,availability, sustainability, application, localattitudes) to evaluate alternative energysources (e.g., solar, wind, tidal, hydrogenfuel cell) and conservation strategies;

– compare the benefits and costs (e.g.,social, economic, environmental) ofselected resource megaprojects (e.g., JamesBay hydro complex, Athabasca oil sands,Hibernia offshore oilfields, diamond minesin the Northwest Territories, MackenzieValley pipeline);

– describe the views of key stakeholders ona local environmental issue (e.g., urbansprawl, highway expansion, waste manage-ment, resource extraction, recreationaldevelopment, changing land use, residen-tial infilling).



– describe the collective and individual/per-sonal methods used in the community toreduce waste and conserve energy andwater;

– create a visual (e.g., poster, cartoon, multi-media presentation) to address an environ-mental sustainability issue or promoteenvironmental awareness;

– compare Canada’s quality of life with thatof other countries (e.g., by constructing arating scale, by studying the UnitedNations Human Development Index).


Global Connections



• identify the economic, cultural, and environmental connections between Canada and othercountries;

• report on how Canada influences and is influenced by its economic, cultural, and environ-mental connections with other countries;

• explain how current global issues affect Canadians.




– describe Canada’s participation in majorinternational organizations (e.g., UnitedNations,World Health Organization,Asia-Pacific Economic Co-operation) andagreements (e.g., North American FreeTrade Agreement, Kyoto Protocol);

– identify significant contributions Canadamakes to the world (e.g., peacekeeping,technology, humanitarian aid);

– compare Canadian and global trends inresource consumption and pollution (e.g., level of development versus rate ofresource use, GDP versus pollution levels).



– evaluate Canada’s effectiveness and commitment in responding to global challenges (e.g., climate change, depletion of ocean resources, terrorism) and pro-moting international well-being (e.g.,humanitarian aid, human rights advocacy,peacekeeping);

– analyse the potential impact on the globalcommunity of their personal choices (e.g.,in music, clothes, food, work, recreation);

– describe the effect on Canadian society ofthe cultural influences of the “global vil-lage” (e.g., in music, dance, fashion, food,media).



– produce an oral, visual, or written reporton a current international trade, cultural,or sporting event involving Canada (e.g., a trade mission, Sommet de laFrancophonie, CommonwealthConference, Olympic Games, InuitCircumpolar Games, CommonwealthGames, Pan-American Games);

– compare the “ecological footprint” of atypical Canadian with those of peoplefrom other countries.


Understanding and Managing Change



• explain the relationship between sustainability, stewardship, and an “ecological footprint”;

• identify current or anticipated physical, social, or economic changes and explain how theycould affect the lives of Canadians;

• apply the concepts of stewardship and sustainability to analyse a current national or interna-tional issue.




– describe the calculations and criteria usedto determine their “ecological footprint”;

– explain the relationship between steward-ship, sustainability, and change in Canada’sconsumption of energy (e.g., use of con-ventional versus alternative sources) andother resource-use practices (e.g.,“con-sume and discard” versus “reduce, reuse,recycle”);

– describe how regional disparities (e.g., inresource accessibility) affect the economicsustainability of communities.



– evaluate different perspectives on a geo-graphic issue (e.g., clear-cutting, waste dis-posal, urban sprawl) and present argumentssupporting a point of view;

– identify the costs and benefits (e.g.,income, resource protection, cultural self-determination) to selected groups inCanada of recent Aboriginal land claims;

– assess Canada’s environmental stewardshipand sustainability based on the averageCanadian’s “ecological footprint”.



– report on how current national or inter-national trends or events (e.g., immigra-tion, rural-urban migration, changingdemographics, natural or human disasters)affect the sustainability of Canada’s humansystems;

– p redict the impact of selected technologi c a lchanges (e.g., in communications andinformation technology, renewable energytechnology) on the future quality of lifefor Canadians (e. g . , working conditions, a i rand water quality, e d u c a t i o n ,t r a n s p o rt a t i o n ) .


Methods of Geographic Inquiry and Communication



• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation about Canada’s natural and human systems;

• analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies;

• communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions todefine a topic, problem, or issue and tofocus a geographic inquiry;

– gather geographic information from pri-mary sources (e.g., field research, surveys,interviews) and secondary sources (e.g.,reference books, mainstream and alterna-tive media, CD-ROMs, the Internet) toresearch a geographic issue;

– evaluate the credibility of sources (e.g.,authority, impartiality, expertise) and thereliability and usefulness of information(e.g., accuracy and relevance, absence ofbias or prejudice, arguments substantiatedby evidence);

– identify some job, career, or volunteeropportunities requiring geographic knowl-edge and skills.



– distinguish among opinion, argument, andfact in research sources;

– identify and describe the technologies usedin geographic inquiry (e.g., geographicinformation systems [GIS], global position-ing system [GPS], hypermedia);

– use graphic organizers (e.g., mind maps,semantic webs, timelines,Venn diagrams,cross-classification charts) to clarify andinterpret geographic information;

– use different types of maps (e.g., road,topographical, thematic) to interpret geo-graphic relationships;

– use appropriate statistical methods (e.g.,calculate averages, ranges, percentages) and categories of data (e.g., populationdistribution, density, migration rates) ingeographic analysis, observing acceptedconventions;

– provide appropriate and sufficient geo-graphic evidence and well-reasoned arguments to support opinions and conclusions;

– collect and synthesize information aboutthe local ecozone;

– conduct an inquiry, using a variety ofappropriate tools, into a current Canadiangeographic issue (e.g., loss of farm land,declining fish stocks, petroleum industryin the Arctic).


Communication


– communicate the results of geographicinquiries, for different audiences and purposes, using a variety of forms (e.g.,reports, role plays, presentations, essays)and including geographic visual support s ,both conventional (e.g., photographs,charts, graphs, models, organizers, dia-grams, maps) and geotechnological (e.g.,computer-generated maps and graphs,aerial photographs, satellite images);

– use an accepted form of academic docu-mentation (e.g., footnotes, endnotes, orauthor-date citations; bibliographies orreference lists) to acknowledge all infor-mation sources, including electronicsources;

– use appropriate terminology (e.g., location,place, region, pattern, urban, suburban, rural,wilderness) to communicate results of geo-graphic inquiries.

43

H i s t o ry

Overview

The study of history fulfils a fundamental human desire to know about our past. It also appealsto us because of our love of stories – and history consists of stories. Through the narrative ofhistory we hear and see the people, events, emotions, struggles, and challenges that producedthe present and that will shape the future. The better we understand history, the easier itbecomes to understand other times and places. Such knowledge teaches us that our particularaccomplishments and problems are not unique – an important lesson in a world in which theforces of globalization are drawing people of different cultures closer together. Canadian andworld studies offers students a variety of history courses that will enhance their knowledge ofand appreciation for the story of Canada. The compulsory Grade 10 course, Canadian HistorySince World War I, focuses on the events and personalities that have shaped our nation since1914. Optional Canadian history courses in Grades 11 and 12 provide further opportunities toinvestigate Canada’s past and examine issues that the country will face in the future.

Strands

The following are the five strands into which the course Canadian History Since World War Iis organized.

Communities: Local, National, and Global. Communities may be viewed from local, regional,national, and world perspectives. Communities interact with one another through commerce,cultural exchanges, colonization, war, and international agreements. These interactions are thebasis of today’s globally connected world. Over time, communities and their interactions havechanged because of factors such as changing technologies and patterns of human migration. Itis through the study of communities that students begin to understand who they are in timeand place.

Change and Continuity. Continuity refers to aspects of life that are constant. For example,humans have always lived in communities, although the structures of communities have variedfrom century to century. Change may be gradual, as in the case of industrialization in Canadaor the evolution of Canada’s Constitution, or it may be sudden, as in the case of war and itsconsequences. Chronology, the sequencing of past events according to time, enables us toinvestigate continuity and change as well as cause-and-effect relationships.

Citizenship and Heritage. Citizenship implies rights, privileges, and obligations – althougheach is defined differently from generation to generation, and from one society to another.Heritage refers to what we receive from the past and includes institutions, values, religion,architecture, art forms, social traditions, and political practices. Heritage can be national,regional, or personal, or a combination of all three. An essential aspect of history is learningthe stories of the past. Through the telling of stories, students become connected to their heritage and come to understand their role as citizens.


Social, Economic, and Political Structures. Human beings throughout time have organizedthemselves into social groupings. The study of these social structures considers the relation-ships among people in society, gender roles, forms of work, leisure activities, and the interac-tion between majorities and minorities.The investigation of economic structures examines the what, how, and why of human production, distribution, and consumption of goods andservices. The study of political structures looks at distribution of power, political participa-tion, and changes in government and legal systems.

Methods of Historical Inquiry and Communication. Students of history use a wide range ofskills and information technologies. In conducting research, they must draw on primarysources, such as artifacts and original documents, as well as on secondary sources, such as text-books, reference works, and various media and electronic information sources. They shoulddevelop a clear focus for their investigations by formulating appropriate questions on historicaltopics. Students must learn to consider chronology and cause-and-effect relationships in orderto successfully organize, analyse, interpret, and apply their findings. Finally, they must commu-nicate their findings in a variety of written, oral, and visual forms.

45

Canadian History Since World War I, ( C H C 2 D )

Grade 10,Academic

This course explores the local, national, and global forces that have shaped Canada's nationalidentity from World War I to the present. Students will investigate the challenges presented byeconomic, social, and technological changes and explore the contributions of individuals andgroups to Canadian culture and society during this period. Students will use critical-thinkingand communication skills to evaluate various interpretations of the issues and events of theperiod and to present their own points of view.


Communities: Local, National, and Global



• explain how local, national, and global influences have helped shape Canadian identity;

• analyse the impact of external forces and events on Canada and its policies since 1914;

• analyse the development of French-English relations in Canada, with reference to key indi-viduals, issues, and events;

• assess Canada’s participation in war and contributions to peacekeeping and security.


Forging a Canadian Identity


– identify contributions to Canada’s multi-cultural society by regional, linguistic, eth-nocultural, and religious communities(e.g.,Aboriginal peoples, Franco-Ontarians, Métis, Black Canadians,Doukhobors, Mennonites, local immigrantcommunities);

– explain why the federal government hastried to promote a common Canadianidentity, and how it has done so (e.g., through various agencies such as theCanadian Broadcasting Corporation,National Film Board, Canada Council forthe Arts, Department of CanadianHeritage, Canadian Radio-television andTelecommunications Commission);

– explain how participation in internationalevents, institutions, and agreements hascontributed to Canada’s evolving identity(e.g., peacekeeping operations, UnitedNations agencies, Kyoto Protocol onClimate Change).

The Impact of External Forces on Canada


– assess the influence of Great Britain andEurope on Canada’s participation in warand peacekeeping (e.g.,World War I,WorldWar II, Suez Crisis, Cyprus, Bosnia);

– describe some of the ways in whichAmerican culture and politics have influ-enced Canada since World War I (e.g., movies, magazines, television, theInternet; Franklin D. Roosevelt, EleanorRoosevelt, John F. Kennedy, MartinLuther King Jr., George W. Bush);

– analyse economic developments and inter-national agreements and organizations thathave contributed to the globalization ofthe Canadian economy since World War II(e.g.,Auto Pact, General Agreement onTariffs and Trade [GATT], North Ameri-can Free Trade Agreement [NAFTA],World Trade Organization [WTO]);

– explain the impact in Canada of the expe-rience and memory of the Holocaust(e.g., immigration of Holocaust survivors;introduction of human rights legislation;policy dealing with hate crimes and Naziwar criminals; nature of response tooccurrences of genocide/ethnic cleansingin the world after World War II; parti-cipation in International War Crimes tribunal);

– evaluate how selected international politi-cal trends or events have contributed topolitical challenges facing Canada (e.g.,American isolationism; decision to useatomic weapons against Japan; end of theCold War; economic globalization; GulfWar, 1991; invasion of Iraq, 2003).

47C A N A D I A N H I S T O R Y S I N C E W O R L D W A R I , G R A D E 1 0 , A C A D E M I C ( C H C 2 D )

French-English Relations


– describe how the conscription crises ofWorld War I and World War II createdtensions between English Canada andQuebec;

– describe the major events that have con-tributed to the growth of Quebec nation-alism and the separatist movement inQuebec (e.g., Duplessis era, 1936–39,1944–59; Quiet Revolution, 1960–66;October Crisis, 1970; election of RenéLévesque, 1976; two sovereignty referen-dums, 1980, 1995);

– identify the major groups of FrenchCanadians outside Quebec (e.g., Franco-Ontarians, Franco-Manitobans,Acadians)and describe their struggle for recognition;

– analyse the changing relationship betweenEnglish Canada and Quebec, with a focuson the evolution of language policy andconstitutional issues (e.g., RoyalCommission on Bilingualism andBiculturalism, Bill 101, repatriation of theConstitution, Meech Lake andCharlottetown Accords).

Canada’s Participation in War, Peace,

and Security


– explain the causes of World War I andWorld War II and how Canada becameinvolved in these two wars;

– describe Canada’s and Canadians’ contri-butions to the war effort overseas duringWorld War I and World War II (e.g.,Ypres,Vimy Ridge, Passchendaele, Hong Kong,Battle of the Atlantic, Dieppe, Sicily,D-Day; contributions of individuals, suchas Billy Bishop, Georges Vanier,TommyPrince; contributions of groups, such asAboriginal peoples; convoys; liberation ofprisoners from Nazi concentration/deathcamps);

– describe Canada’s and Canadians’ contri-butions to the war effort at home duringWorld War I and World War II, as well assome of the effects the wars had on thehome front (e.g., munitions industry,Halifax explosion, women war workers,British Commonwealth Air Training Plan, Camp X, the war effort in local communities);

– analyse significant events related to theHolocaust (e.g., the rise of anti-Semitismand Nazism; Kristallnacht; establishmentof ghettos, concentration camps, and deathcamps) and Canada’s response to thoseevents;

– describe atrocities committed duringWorld War II and assess Canada’s responseto them (e.g., Nanking massacre, Battle ofHong Kong and its aftermath, concentra-tion camps, Nazi murder of Canadianprisoners of war in Normandy, fire bomb-ing of Dresden);

– analyse changes in Canadian policiestowards refugees since 1930 (e.g., theclosed-door policy towards Jewishrefugees in the 1930s; acceptance of dis-placed persons after World War II; currentrefugee and immigration policies);

– analyse Canada’s role in Cold War activi-ties until 1989 (e.g., espionage, KoreanWar, nuclear arms race, North AtlanticTreaty Organization [NATO], NorthAmerican Air Defence Command[NORAD],Vietnam War);

– describe the roles and functions of theCanadian armed forces since 1945 (e.g.,maintaining collective security, assertingnational sovereignty, providing aid to civilpowers in the wake of disasters, peace-keeping and peace making) and assesstheir success in performing these tasks.


Change and Continuity



• analyse changing demographic patterns and their impact on Canadian society since 1914;

• analyse the impact of scientific and technological developments on Canadians;

• explain how and why Canada’s international status and foreign policy have changed since1914.


Demographic Patterns and Their Effects

on Society


– identify the major groups of immigr a n t sthat have come to Canada since 1914 andd e s c ribe the circumstances that led to theirdecision to emigrate (e. g . , impact of wa r,political unre s t , fa m i n e ) ;

– analyse the similarities and differe n c e sb e t ween current and historical patterns ofi m m i gration to Canada, making re f e re n c eto changing immigration policies and pullfa c t o rs (e. g . ,i n c e n t ives for immigrants) thatwe re in effect during different peri o d s ;

– evaluate the impact on Canadian society ofp o s t – World War I urbanization andp o s t – World War II population shifts to thes u burbs and outlying towns and cities;

– evaluate the impact of social and demo-graphic change on A b o ri ginal commu n i t i e s( e. g . , re l o c a t i o n ,u r b a n i z a t i o n ,e d u c a t i o n ,p re s s u res to assimilate);

– d e s c ribe the impact of the baby boom generation on Canadian society since the1 9 5 0 s .

Impact of Scientific and Technological

Developments


– demonstrate an understanding of the rela-tionship between invention and the econ-

omy (e.g., the invention of the car and itseffect on the transportation industry andexpenditures on infrastructure);

– describe various ways in which techno-logical developments have affected thelives of Canadians since World War I (e.g.,telephones, cars, airplanes, radio, television,nuclear arms and nuclear power, satellites,computers, the Internet, developments inpetrochemicals and biotechnology);

– analyse how technological developmentshave changed working conditions inCanada since World War I;

– assess the scientific and technologicalinnovations of Canadian scientists andinventors (e.g., Sir Frederick Banting,Edward Rogers Sr., Joseph-ArmandBombardier, Elsie Gregory MacGill,Ursula Franklin; the Avro Arrow, theCanadarm).

Canada’s International Status

and Foreign Policy


– summarize the evolution of Canadianpolitical autonomy from Great Britainsince World War I (e.g.,Treaty of Versailles,Balfour Report, Statute of Westminster,patriation of the Constitution);


– analyse the significance of Canada’s con-tribution to the United Nations and otherinternational organizations, such as theCommonwealth of Nations and laFrancophonie (e.g., Universal Declarationof Human Rights, peacekeeping forces,Convention on the Rights of the Child,development assistance, InternationalCampaign to Ban Landmines);

– analyse Canada’s responses to some of themajor human tragedies since World War I(e.g., genocide in Ukraine; the Holocaust;Japanese atrocities prior to and duringWorld War II; famine in Africa; genocidein Somalia; civil war in Bosnia; the AIDScrisis in Africa; September 11);

– assess the development of Canada’s role asa world leader in defending human rightssince World War II (e.g., drafting theUniversal Declaration of Human Rightsfor the United Nations; introduction ofOntario Human Rights Code, 1962, andCanadian Human Rights Act, 1977; thework of Louise Arbour in Bosnia);

– analyse Canada’s changing relationshipwith the United States (e.g., Lend-LeaseAct; St. Lawrence Seaway Agreement;Vietnam War; voyage of the Manhattan;Foreign Investment Review Agency;Canada–U.S. Free Trade Agreement; soft-wood lumber disputes; invasion of Iraq,2003).


Citizenship and Heritage



• analyse the contributions of various social and political movements in Canada since 1914;

• assess how individual Canadians have contributed to the development of Canada and thecountry’s emerging sense of identity.


Social and Political Movements


– analyse the impact of the women’s move-ment in Canada since 1914 (e.g., suffrage,the Famous Five, broadening access toemployment, Royal Commission on theStatus of Women, enshrining gender equal-ity in the Charter of Rights and Freedoms,combating violence against women, equalpay for work of equal value);

– explain how the labour movement hasaffected social, economic, and political lifein Canada (e.g.,Winnipeg General Strike,On-to-Ottawa Trek, Regina Manifesto,Canadian Labour Congress, CanadianAuto Workers);

– explain how pacifist groups, human rightsorganizations, and the civil rights move-ment have influenced Canadian society(e.g., Hutterites, Mennonites, CanadianCivil Liberties Association, CanadianAssociation of Elizabeth Fry Societies,Amnesty International, Black UnitedFront);

– describe the achievements of Aboriginalorganizations (e.g., Inuit Tapiriit Kanatami,Assembly of First Nations, NationalAboriginal Veterans Association, Union ofOntario Indians) in gaining recognition ofthe rights of Aboriginal peoples in Canada;

– evaluate the role of movements thatresulted in the founding of political parties(e.g., Co-operative CommonwealthFederation, Social Credit, UnionNationale, Bloc Québécois, Reform Partyof Canada).

Individual Canadians and Canadian Identity


– assess the contributions of selected indi-viduals to the development of Canadianidentity since 1914 (e.g., Nellie McClung,Arthur Currie,Thérèse Casgrain, MauriceRichard, Georges and Pauline Vanier, MaxWard, Marshall McLuhan, RosemaryBrown, Matthew Coon Come,AdrienneClarkson);

– assess how artistic expression has reflectedCanadian identity since World War I (e.g., in the work of Ozias Leduc, theGroup of Seven, Gabrielle Roy, FarleyMowat, Joy Kogawa, Oscar Peterson,Chief Dan George, the Guess Who,TollerCranston, Karen Kain, Michael Ondaatje,Drew Hayden Taylor, Susan Aglukark);

– assess the contributions of selectedCanadian political leaders since 1914.


Social, Economic, and Political Structures



• analyse how changing economic and social conditions have affected Canadians since 1914;

• analyse the changing responses of the federal and provincial governments to social and eco-nomic pressures since 1914.


Economic and Social Conditions


– compare economic conditions of the1920s and 1930s, and describe the impactof those conditions on Canadians, individ-ually and collectively;

– explain how and why the Canadian econ-omy developed and became more diversi-fied as a result of World War II;

– compare the advantages and disadvantagesof American participation in the Canadianeconomy (e.g., branch plants, media andentertainment, fishing and lumber dis-putes, tourism);

– compare regional social and economic dis-parities in Canada in selected decades (e.g., Saskatchewan in the 1930s, Quebecin the 1950s, Newfoundland in the 1990s)with current conditions;

– assess the contributions made by Canadianentrepreneurs and Canadian-owned cor-porations to the development of theCanadian economy (e.g., SamuelBronfman, K.C. Irving, George Weston,Frank Stronach, Edward “Ted” Rogers Jr.,Heather Reisman; Canadian PacificRailway, Quebecor, Power Corporation ofCanada).

Changing Role of Government


– analyse how different levels of governmentin Canada reacted to the economic condi-tions of the Depression of the 1930s;

– explain how and why the Canadian gov-ernment restricted certain rights and free-doms in wartime, and describe the impact,both short- and long-term, of theserestrictions on the general population andon various groups within Canada (e.g., centralized planning, rationing, cen-sorship, conscription, treatment ofJapanese Canadians);

– explain how and why social welfare pro-grams (e.g., old age pensions, unemploy-ment/employment insurance, familyallowance, medicare) were designed, andassess their effectiveness in meeting theneeds of various segments of society;

– evaluate the role of government in pro-moting economic opportunity inpost–World War II Canada (e.g., develop-ing infrastructure such as the Trans-Canada Highway and the St. LawrenceSeaway; implementing agreements for theDEW Line and free trade; promotingresource development at Elliot Lake; pro-moting tourism by supporting theOlympic and Commonwealth games).


Methods of Historical Inquiry and Communication



• formulate questions on topics and issues in the history of Canada since 1914, and use appro-priate methods of historical research to locate, gather, evaluate, and organize relevant infor-mation from a variety of sources;

• interpret and analyse information gathered through research, employing concepts andapproaches appropriate to historical inquiry;

• communicate the results of historical inquiries, using appropriate terms and concepts and avariety of forms of communication.


Research


– formulate different types of questions (e.g., factual: What were the elements ofthe Lend-Lease agreement?; causal: Whatwere the causes of the Winnipeg GeneralStrike?; comparative: How were patterns ofimmigration to Canada in the 1930s dif-ferent from those in the 1990s?; speculative:What would be some of the consequencesof closer economic ties with the UnitedStates?) when researching historical topics,issues, and events;

– gather information on Canadian historyand current events from a variety ofsources (e.g., textbooks and referencebooks, newspapers, the Internet) found invarious locations (e.g., school and publiclibraries, resource centres, museums, his-toric sites, community and governmentresources);

– distinguish between pri m a ry and secondarys o u rces of information (e. g . , p ri m a ry : a rt i-fa c t s ,d i a ri e s ,d o c u m e n t s ; s e c o n d a ry : b o o k s ,a rt i c l e s ) , and use both in historical re s e a rc h ;

– evaluate the credibility of sources andinformation (e.g., by considering theauthority, impartiality, and expertise of thesource and checking the information foraccuracy, underlying assumptions, stereo-types, prejudice, and bias);

– organize and record information gatheredthrough research (e.g., using notes, lists,concept webs, timelines, charts, maps,graphs, mind maps);

– formulate and use a thesis statement whenresearching a historical topic or issue;

– identify various job, career, and volunteeropportunities related to the study of his-tory (e.g., researcher, museum or archivecurator or assistant, teacher, journalist), andthe educational requirements for them.



– analyse information, employing conceptsand theories appropriate to historicalinquiry (e.g., chronology, cause and effect,short- and long-term consequences);

– distinguish between fact, opinion, andinference in texts and visuals found in pri-mary and secondary sources;

– identify different viewpoints and explicitbiases when interpreting information forresearch or when participating in a discussion;

– draw conclusions and make reasoned gen-eralizations or appropriate predictions onthe basis of relevant and sufficient sup-porting evidence;


– complete research projects that reflect orcontain the elements of a historicalinquiry process: preparation, research,thesis, supporting evidence, conclusionbased on evidence.

Communication


– express ideas, arguments, and conclusions,as appropriate for the audience and pur-pose, using a variety of styles and forms(e.g., reports, essays, debates, role playing,group presentations);

– use an accepted form of documentation(e.g., footnotes, endnotes, or author-datecitations; bibliographies or reference lists)to acknowledge all sources of information,including electronic sources;

– use appropriate terminology to communi-cate results of inquiries into historical topics and issues.

54

Canadian History Since World War I, ( C H C 2 P )

Grade 10,Applied

This course explores some of the pivotal events and experiences that have influenced thedevelopment of Canada's identity as a nation from World War I to the present. By examininghow the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period,students will develop their ability to make connections between historical and current events.Students will have opportunities to formulate questions, locate information, develop informedopinions, and present ideas about the central issues and events of the period.

55C A N A D I A N H I S T O R Y S I N C E W O R L D W A R I , G R A D E 1 0 , A P P L I E D ( C H C 2 P )

Communities: Local, National, and Global



• describe some of the major local, national, and global forces and events that have influencedCanada’s policies and Canadian identity since 1914;

• explain the significance of some key individuals and events in the evolution of French-English relations in Canada since 1914;

• evaluate Canada’s participation in war and contributions to peacekeeping and security.


Forces Shaping Canada’s Policies and

Canadian Identity


– describe some of the policies championedby political leaders since 1914 that havecontributed to a sense of Canadian iden-tity (e.g.,Tommy Douglas and medicare;Pierre Trudeau and the Canadian Charterof Rights and Freedoms);

– identify the contributions made byselected regional, provincial, linguistic, eth-nic, and/or religious communities toCanada’s multicultural society (e.g.,Atlantic Canada, Quebec, Franco-Ontarians,Aboriginal nations, Métis, Inuit,Black Canadians, local immigrant groups,Doukhobours, Hutterites, Mennonites);

– describe how Canada’s participation inselected world events and contributions tointernational organizations and agreements(e.g., the United Nations and theUniversal Declaration of Human Rights;peacekeeping; International Campaign toBan Landmines) have contributed to anevolving sense of national identity;

– identify some of the ways in which foreignpowers (e.g., British, European,American)have influenced Canadian foreign policy(e.g., alliances, participation in wars, peace-keeping, international aid, trade);

– describe some aspects of the impact inCanada of the experience and memory ofthe Holocaust (e.g., immigration of

Holocaust survivors; introduction ofhuman rights legislation; policies relatingto hate crimes and Nazi war criminals;nature of response to occurrences ofgenocide/ethnic cleansing in the worldsince World War II; participation inInternational War Crimes tribunal);

– explain how American culture andlifestyles (e.g., music, dance, clothing,speech, movies, television, Internet) haveinfluenced Canada and Canadians inselected periods.

French-English Relations


– explain why conscription was a controver-sial issue and how it divided EnglishCanada and Quebec during World War Iand World War II;

– identify some major events that con-tributed to the growth of Quebec nation-alism and the separatist movement inQuebec from 1945 (e.g.,Asbestos Strike,Quiet Revolution, October Crisis,Parti Québécois election victory in 1976,Bill 101, sovereignty referendums in 1980and 1995);

– describe key responses by Canadians andtheir political leaders to the Quebec sepa-ratist movement (e.g., Pearson,Trudeau,Lévesque, Bourassa, Mulroney, Bouchard,Manning, Chrétien; Constitution Act,1982; Meech Lake Accord; unity rallies;


sovereignty referendums in 1980 and1995; Calgary Declaration, 1997; ClarityAct);

– identify the major groups of FrenchCanadians outside Quebec (e.g., Franco-Ontarians, Franco-Manitobans,Acadians)and describe some of their efforts toachieve recognition.

Canada’s Participation in War, Peace,

and Security


– identify the causes of World War I andWorld War II and explain how Canadabecame involved in these two wars;

– describe some of the contributionsCanada and Canadians made to the wareffort overseas during World War I andWorld War II (e.g.,Ypres,Vimy Ridge,Hong Kong, the Battle of the Atlantic,Dieppe, Ortona, D-Day; contributions ofindividuals, such as Billy Bishop; contri-butions of groups, such as Aboriginal peoples; liberation of the Netherlands;convoys; liberation of prisoners from Nazi concentration/death camps);

– describe some of the contributionsCanada and Canadians made to the wareffort at home during World War I and

World War II, as well as some of the effectsthe wars had on the home front (e.g.,munitions industry, Halifax Explosion,women war workers, British Common-wealth Air Training Plan, Camp X, the wareffort in local communities);

– describe the events leading up to theHolocaust (e.g., rise of anti-Semitism andNazism; Kristallnacht; establishment ofghettos, concentration camps, and deathcamps; voyage of SS St. Louis) and assessCanada’s response to those events;

– summarize Canada’s role in some keyCold War activities from 1945 to 1989(e.g., espionage, nuclear arms race, NorthAtlantic Treaty Organization [NATO],Korean War, North American Air DefenceCommand [NORAD], Cuban MissileCrisis, Vietnam War, détente, cruise missiletesting and protests);

– assess some examples of the roles andfunctions of the Canadian armed forcessince 1945, such as peacekeeping andpeace making and maintaining security(e.g., Suez Crisis, Cyprus, October Crisis,Oka Crisis, Gulf War of 1991, Somalia,Afghanistan).


Change and Continuity



• explain some major ways in which Canada’s population has changed since 1914;

• evaluate the impact of some technological developments on Canadians in different periods;

• describe changes in Canada’s international status and its role in the world since 1914.


Demographic Patterns


– identify some major groups of immigrantsthat have come to Canada since 1914 anddescribe the circumstances that led to theirimmigration (e.g., push factors: impact ofwar, political unrest, famine; pull factors:economic opportunities in Canada, gov-ernment incentives);

– describe some of the ways in whichCanadian immigration policies havechanged over time (e.g., quotas, point sys-tems, incentives), and how such changeshave affected patterns of immigration;

– explain some of the ways in which thelives of adolescents, women, and seniorshave changed since World War I as a resultof major demographic shifts and socialchanges (e.g., years in school, targeting asconsumer group; labour force participa-tion, birth rates, divorce rates; age of retire-ment, life expectancy);

– describe the changing impact of the babyboom generation on Canadian societyfrom the 1950s to the present.

Impact of Scientific and Technological

Developments


– explain how some key technologicaldevelopments have changed the everydaylives of Canadians since World War I (e.g.,telephones, cars, airplanes, appliances,radio, television, computers, satellites,developments in biotechnology);

– explain how some key technologicalinnovations in military and other fields(e.g., gas warfare, radar, aircraft, guidedmissiles, electronic surveillance, mediainnovations) have changed the way warhas been planned and fought, and describetheir impact on combatants and civilians(e.g., fire bombing, death camps,“collat-eral damage”, postwar casualties from landmines);

– describe the effects of selected scientificand technological innovations developedby Canadians (e.g., Reginald Fessenden,Sir Frederick Banting, Joseph-ArmandBombardier, Elsie Gregory MacGill,Ursula Franklin; the Avro Arrow, theCanadarm).

Canada’s International Position


– identify changes in Canada’s internationalstatus since World War I (e.g., increasingindependence from Britain; membershipin international organizations such as theLeague of Nations, the United Nations,the G8, the Commonwealth of Nations, laFrancophonie);

– describe Canada’s responses to some of themajor human tragedies that have occurredsince World War I (e.g., genocide inUkraine; the Holocaust; the Nankingmassacre; genocide in Somalia andRwanda; civil war in Bosnia; the AIDScrisis in Africa; September 11);


– describe the development of Canada’s roleas a world leader in defending humanrights since World War II (e.g., drafting theUniversal Declaration of Human Rightsfor the United Nations; introduction ofOntario Human Rights Code, 1962, andCanadian Human Rights Act, 1977; thework of Louise Arbour in Bosnia);

– summarize Canada’s changing relationshipwith the United States (e.g., Lend-LeaseAct; Alaska Highway; St. LawrenceSeaway Agreement; Auto Pact; VietnamWar; Canada-U.S. Free Trade Agreement;Gulf War, 1991; September 11;Afghanistan; invasion of Iraq, 2003).


Citizenship and Heritage



• describe the impact of significant social and political movements on Canadian society;

• describe how individual Canadians have contributed to the development of Canada and itsemerging sense of identity.


Social and Political Movements


– summarize the key contributions ofwomen’s movements in Canada since 1914 (e.g., suffrage; access to employment,including non-traditional occupations;maternity leave; equal pay for work ofequal value; child care);

– identify key struggles and contributions ofthe labour movement in Canada (e.g.,Winnipeg General Strike, On-to-OttawaTrek, Quebec Asbestos Strike, CanadianLabour Congress, Canadian Auto Workers,forty-hour work week, health and safetylegislation, minimum wages, employmentstandards), as well as key contributions ofselected labour leaders (e.g., MadeleineParent, Beverly Mascoll, LuAn Mitchell-Halter, Bob White, Judy D’Arcy);

– describe some of the factors shaping theexperience of Aboriginal peoples inCanada since 1914 (e.g., relocation, urban-ization, education, pressures to assimilate)and ways in which Aboriginal people haveworked to achieve recognition ofAboriginal and treaty rights;

– compare the different beliefs and values ofselected political parties that emerged outof political movements (e.g., Co-operativeCommonwealth Federation [CCF], SocialCredit, Union Nationale, Bloc Québécois,Reform/Canadian Alliance, Green Party).

Individual Canadians and Canadian Identity


– describe how selected significant individu-als have contributed to the growing senseof Canadian identity since 1914 (e.g.,Nellie McClung,Arthur Currie,ThérèseCasgrain, Maurice Richard, Georges andPauline Vanier, Max Ward, MarshallMcLuhan, Rosemary Brown, MatthewCoon Come,Adrienne Clarkson);

– describe how the work of selected artists(e.g., Ozias Leduc, the Group of Seven,Gabrielle Roy, Farley Mowat, Joy Kogawa,Oscar Peterson, Chief Dan George, theGuess Who,Toller Cranston, Karen Kain,Michael Ondaatje, Drew Hayden Taylor,Susan Aglukark) has reflected Canadianidentity.


Social, Economic, and Political Structures



• explain changing economic conditions and patterns and how they have affected Canadians;

• assess the changing role and power of the federal and provincial governments in Canadasince 1914.


Influence of Economic Structures on Daily Life


– compare economic conditions at selectedtimes in Canada’s history and describetheir impact on the daily lives ofCanadians (e.g., boom periods of the1920s, the 1950s–1960s, the 1980s; theGreat Depression;World War II; 1970sinflation; the oil crisis of 1973; the reces-sion of the 1990s; the dot-com bubble of2000);

– assess the advantages and disadvantages ofAmerican participation in the Canadianeconomy (e.g., branch plants; market forresources; Auto Pact; free trade agree-ments; fisheries, lumber, and cattle dis-putes; big box stores);

– identify some of the major effects of, andc o n c e rns arising with, f reer trade and glob-alization (e. g . ,c reation of the North A m e ri -can Free Trade A greement [NAFTA ] ,Wo r l dTrade Organization [WTO ] ; changing roleof marketing boards; problems relating totrade of genetically modified organisms;reactions to fear of spreading disease, suchas mad cow disease; effects on workingconditions; creation of organizations suchas Free the Children), focusing on at leasttwo groups (e.g., farmers, businesses, work-ers, consumers, the poor);

– identify the contributions of selectedCanadian entrepreneurs and Canadian-owned firms to the development of theCanadian economy (e.g., SamuelBronfman, K.C. Irving,Tom Bata, GeorgeWeston, Frank Stronach, HeatherReisman; Canadian Pacific Railway,Quebecor, Power Corporation ofCanada).

Changing Role and Power of Governments


– explain why selected social welfare pro-grams (e.g., old age pensions, unemploy-ment/employment insurance, familyallowance, medicare, Ontario DisabilitySupport Program) were established inCanada;

– assess key instances in which the Canadiangovernment chose to restrict citizens’rights and freedoms, in wartime andpeacetime (e.g., centralized planning,rationing, censorship,Wartime ElectionsAct,War Measures Act, mandatory regis-tration of enemy aliens, Japanese-Canadianinternment,Anti-Terrorism Act afterSeptember 11);

– identify how the federal government hasused the media (e.g., radio, television, film,books, magazines, Internet) to promote acommon Canadian identity.


Methods of Historical Inquiry and Communication



• formulate questions on topics and issues in the history of Canada since 1914, and use appro-priate methods of historical research to locate, gather, evaluate, and organize relevant infor-mation from a variety of sources;

• interpret and analyse information gathered through research, employing concepts andapproaches appropriate to historical inquiry;

• communicate the results of historical inquiries, using appropriate terms and concepts and avariety of forms of communication.


Research


– formulate different types of questions (e.g., factual:What were the consequencesof the Halifax Explosion?; causal: Whatwere the main causes of the Oka Crisis?;comparative: What are the main differencesin the demands of the first- and second-wave women’s movement?; speculative:What would be some of the consequencesof closer economic ties with the UnitedStates?) when researching historical topics,issues, and events;

– gather information on Canadian historyand current events from a variety ofsources (e.g., textbooks and referencebooks, newspapers, the Internet) found invarious locations (e.g., school and publiclibraries, resource centres, museums, his-toric sites, community and governmentresources);

– distinguish between pri m a ry and secondarysources of information (e.g., primary:diaries, documents; secondary: textbooks,television documentaries), and use both inhistorical research;

– evaluate the credibility of sources andinformation (e.g., by considering theauthority, impartiality, and expertise of thesource and checking the information foraccuracy, underlying assumptions, stereo-typing, prejudice, and bias);

– organize and record information gatheredthrough research (e.g., using notes, lists,concept webs, timelines, charts, maps,graphs, mind maps);

– formulate and use a thesis statement whenresearching a historical topic or issue;

– identify various job, career, or volunteeropportunities related to the study of history and their own history-relatedinterests (e.g., teacher, journalist, tourguide).



– analyse information, employing conceptsand approaches appropriate to historicalinquiry (e.g., chronology, cause and effect,short- and long-term consequences;adopting the perspectives of different par-ticipants in historical events);


– distinguish between fact, opinion, andinference in texts and visuals found in pri-mary and secondary sources;

– identify different viewpoints and explicitbiases when interpreting information for aresearch project or when participating in adiscussion;

– draw conclusions on the basis of relevantand sufficient supporting evidence.

Communication


– express ideas, arguments, and conclusions,as appropriate for the audience and pur-pose, using a variety of oral, written, andvisual forms (e.g., reports, essays, biogra-phy projects, opinion pieces, feature arti-cles, visual essays, oral reports, debates, roleplaying, group presentations);

– use an accepted form of documentation(e.g., footnotes, endnotes, or author-datecitations; bibliographies or reference lists)to acknowledge all sources of information,including electronic sources;

– use appropriate terminology to communi-cate results of inquiries into historical topics and issues.

63

C iv i c s

Overview

As the twenty-first century unfolds, Canada is undergoing significant change. Canadians arestruggling with a range of challenging questions, such as the following: As our populationbecomes more diverse, how do we ensure that all voices are heard? How do we resolve impor-tant societal and community issues in the face of so many diverse and divergent views influ-enced by differing values? What role will Canada play within an increasingly interconnectedglobal community? Our responses to these questions will affect not only our personal lives but the future of our communities, our provinces and territories, and our country. In civics,students explore what it means to be a “responsible citizen” in the local, national, and globalarenas. They examine the structures and functions of the three levels of government, as well asthe dimensions of democracy, notions of democratic citizenship, and political decision-makingprocesses.They are encouraged to identify and clarify their own beliefs and values, and todevelop an appreciation of others’ beliefs and values about questions of civic importance.

Strands

The Civics course is organized into the following three strands.

Informed Citizenship. An understanding of key civics questions, concepts, structures, andprocesses is fundamental to informed citizenship. In a diverse and rapidly changing society thatinvites political participation, the informed citizen should be able to demonstrate an under-standing of the reasons for and dimensions of democracy. In the Civics course, students willgain an understanding of contrasting views of citizenship within personal, community,national, and global contexts. As well, they will learn the principles and practices of decisionmaking.

Purposeful Citizenship. It is important that students understand the role of the citizen, and thepersonal values and perspectives that guide citizen thinking and actions. Students need toreflect upon their personal sense of civic identity, moral purpose, and legal responsibility – andto compare their views with those of others.They should examine important civic questionsand consider the challenges of governing communities in which contrasting values, multipleperspectives, and differing purposes coexist.

Active Citizenship. Students need to learn basic civic literacy skills and have opportunities toapply those skills meaningfully by participating actively in the civic affairs of their community.Civic literacy skills include skills in the areas of research and inquiry, critical and creativethinking, decision making, conflict resolution, and collaboration. Full participatory citizenshiprequires an understanding of practices used in civic affairs to influence public decision making.

64

This course explores what it means to be an informed, participating citizen in a democraticsociety. Students will learn about the elements of democracy in local, national, and global con-texts, about political reactions to social change, and about political decision-making processesin Canada. They will explore their own and others’ ideas about civics questions and learn howto think critically about public issues and react responsibly to them.

C iv i c s , Grade 10, Open ( C H V 2 O )

65C I V I C S , G R A D E 1 0 , O P E N ( C H V 2 O )

Informed Citizenship



• demonstrate an understanding of the need for democratic decision making;

• explain the legal rights and responsibilities associated with Canadian citizenship;

• describe the main structures and functions of municipal, provincial, and federal governmentsin Canada;

• explain what it means to be a “global citizen” and why it is important to be one.


Democratic Decision Making


– explain the causes of civic conflict andhow decision-making processes and struc-tures can avert or respond to such conflicts(e.g., by ensuring that individual and com-munity needs are met, by developingstrategies for adapting to change);

– compare the benefits and drawbacks ofdemocratic and authoritarian forms ofdecision making, drawing on examplesfrom everyday contexts (e.g., with respectto the rights and responsibilities of citizens;the rule of law; the common good; theparliamentary system; majority rule andthe rights of minorities, includingAboriginal peoples);

– identify similarities and differences in theways power is distributed in groups, insti-tutions, and communities (e.g., in families,classrooms, municipalities) to meet humanneeds and resolve conflicts.

Rights and Responsibilities of Canadian

Citizenship


– identify the rights and responsibilities ofCanadian citizenship, based on theCanadian Charter of Rights andFreedoms, and describe how these rightsand responsibilities are exercised inschools, communities, and the nation;

– explain why it is essential in a democracyfor gove rnments to be open and account-a ble to their citizens, while protecting thep e rsonal information citizens are re q u i re dto provide to gove rnments (e. g . ,M u n i c i p a lF reedom of Information and Protection ofP rivacy A c t ) ;

– explain how the judicial system (e.g., lawcourts, trials, juries) protects the rights ofboth individuals and society (e. g . , the ri g h t sof the accused, the rights of the victim, a n dthe role of the judiciary ) ;

– analyse cases that have upheld or restricteda citizen’s rights and responsibilities, out-lining the concerns and actions of invo l ve dcitizens and the reasons for the eve n t u a lo u t c o m e.

Functions of the Three Levels of Government

in Canada


– c o m p a re key features and functions of dif-f e rent levels of gove rnment in Canada (i.e. ,mu n i c i p a l ,p rov i n c i a l , and federal);

– c o m p a re how law s , re g u l a t i o n s ,p u blic poli-c i e s , and decisions are made and enforced atthe mu n i c i p a l ,p rov i n c i a l , and federal leve l s ;

– demonstrate an understanding of thep rocess of electing gove rnments in Canada( e. g . , riding distri bu t i o n , decision to call ane l e c t i o n , vo t e rs ’l i s t s ,c a m p a i g n i n g ,c a n d i-d a t e s ’d e b a t e s ,e l e c t i o n - d ay pro c e d u re s ) ;


– d e s c ribe the role of political parties in thep a r l i a m e n t a ry process and explain how thisrole changes in majori t y, m i n o ri t y, a n dcoalition gove rn m e n t s , using provincial andfederal examples;

– explain the roles played by elected re p re-s e n t a t ive s ,i n t e rest gro u p s , and the media inthe political process (e. g . ,l e gi s l a t ive andconstituency wo r k ; l o b by i n g ; p rov i d i n gp u blic information on, and analysis of,issues facing gove rn m e n t ) .

Citizenship Within the Global Context


– analyse contemporary crises or issues ofinternational significance (e.g., health andwelfare, disasters, human rights, economicdevelopment, environmental quality,terrorism);

– summarize the rights and responsibilitiesof citizenship within the global context, asbased on an analysis of the United NationsU n ive rsal Declaration of Human Rights(1948) and Convention on the Rights ofthe Child (1989);

– evaluate civic actions of individuals andnon-governmental organizations that havemade a difference in global affairs (e.g., Cardinal Paul-Émile Léger, JeanVanier, Nelson Mandela, Mother Teresa,Jody Williams, Craig Kielburger, DavidSuzuki, Stephen Lewis; InternationalFederation of Red Cross and RedCrescent Societies, Doctors WithoutBorders/Médecins Sans Frontières,YWCA/YMCA and YWHA/YMHA,Greenpeace, Inuit CircumpolarConference).


Purposeful Citizenship



• demonstrate an understanding of the beliefs and values underlying democratic citizenshipand explain how they guide citizens’ actions;

• describe the diversity of beliefs and values of various individuals and groups in Canadiansociety;

• analyse responses, at the local, national, and international levels, to civic issues that involvemultiple perspectives and differing civic purposes.


Democratic Beliefs and Values


– describe fundamental beliefs and valuesassociated with democratic citizenship(e.g., rule of law, human dignity, freedomof expression, freedom of religion, workfor the common good, respect for therights of others, sense of responsibility forothers);

– explain how democratic beliefs and valuesare reflected in citizen actions (e.g.,Remembrance Day services, Montrealunity rally, National Aboriginal Day,December 6 commemorations of theMontreal Massacre,White Ribbon campaign);

– articulate and clarify their personal beliefsand values concerning democratic citizen-ship (e.g., voting age, compulsory militaryservice, mandatory retirement age).

Diversity of Beliefs and Values


– compare the varied beliefs, values, andpoints of view of Canadian citizens onissues of public interest (e.g., freedom ofinformation, censorship, health care fund-ing, pollution, water quality, nuclear power,taxation, casinos);

– explain how different groups (e.g., specialinterest groups, ethnocultural groups)define their citizenship, and identify thebeliefs and values reflected in these definitions;

– analyse Canadian issues or events thatinvolve contrasting opinions, perspectives,and civic purposes (e.g., constitutionaldebates, Quebec sovereignty, Oka Crisis of1990, Native self-governance);

– describe how their own and others’ beliefsand values can be connected to a sense ofcivic purpose and preferred types of par-ticipation (e.g., membership in politicalparties; participation in protest move-ments; financial or volunteer support foreducational or community service pro-grams; support for religious or ethniccharitable organizations).

Responses to Civic Issues


– describe and assess the contributions thatcitizens and citizens’ groups make to thecivic purposes of their communities (e.g.,neighbourhood associations, serviceclubs);


– demonstrate an understanding of a citizen’srole in responding to non-democraticmovements and groups (e.g., fascism,Stalinism; supremacist and racist organiza-tions) through personal and group actions(e.g., the actions of individuals such asMedgar Evers, Emily Murphy, NormanBethune,Alexander Solzhenitsyn, SimonWiesenthal, and those granted the title“Righteous Among the Nations”; ofgroups such as the Canadian CivilLiberties Association);

– describe examples of human rights viola-tions (e.g., Nuremberg laws, hate crimes,torture, genocide, political imprisonment,recruitment of child soldiers, gender-baseddiscrimination) and assess the effectivenessof responses to such violations (e.g., mediascrutiny, political responses, military inter-vention, international tribunals, pressurefrom non-governmental organizations);

– analyse the evolution of Canada’s partici-pation in international tribunals (e.g., theNuremberg trials after World War II; theInternational Court of Justice’s prosecu-tion of war crimes; formation of theInternational Criminal Court).


A c t i ve Citizenship



• apply appropriate inquiry skills to the research of questions and issues of civic importance;

• demonstrate an understanding of the various ways in which decisions are made and conflictsresolved in matters of civic importance, and the various ways in which individual citizensparticipate in these processes.


Inquiry Skills


– formulate appropriate questions forinquiry and research; locate relevant infor-mation in a variety of sources (e.g., texts,reference materials, news media, maps,community resources, the Internet); andidentify main ideas, supporting evidence,points of view, and biases in these materials;

– organize information, using a variety ofmethods and tools (e.g., summaries, notes,timelines, visual organizers, maps, compari-son organizers);

– communicate the results of inquiries intoimportant civic issues, using a variety offorms (e.g., discussions and debates,posters, letters to elected officials,Webpages, visual organizers, dramatizations).

The Resolution of Public Issues and

Citizenship Participation


– compare and contrast different ways ofresolving disputes (e.g., through the judi-cial process; through negotiation, media-tion, arbitration, conciliation);

– analyse important contemporary cases andissues that have been decided or resolvedthrough the public process of policy for-mation and decision making (e.g., manda-

tory retirement, censorship, racial profil-ing), taking into account the democraticprinciples that underlie that process;

– demonstrate an understanding of the waysin which individual citizens can obtaininformation and explanations or voiceopinions about important civic matters(e.g., by communicating with the appro-priate elected officials or bureaucraticdepartments; by writing letters or e-mailsto the media; by organizing petitions; byvoting);

– compare the impact of various types ofnon-violent citizen participation (e.g.,advocacy, community service, voting, serv-ing on juries) in resolving public issues inCanada;

– demonstrate an understanding of theirresponsibilities as local, national, andglobal citizens by applying their knowl-edge of civics, and skills related to pur-poseful and active citizenship, to a projectof personal interest and civic importance(e.g., participating in food and clothingdrives; visiting seniors; participating incommunity festivals, celebrations, andevents; becoming involved in humanrights, antidiscrimination, or antiracismactivities).

70

G l o s s a ry

The following definitions are intended tohelp teachers and parents/guardians use thisdocument.

Aboriginal peoples. A term used in a gen-eral manner to refer to First Nation peoples,Inuit, and Métis.

Alternative energy source. An alternativeto such “conventional” energy sources ashydroelectric and nuclear power. Commonalternative energy sources include solar,wind, hydrogen, fuel cell, and tidal power.

Alternative media. Alternatives to suchmainstream media as major metropolitannewspapers and network television. Often,alternative media offer unique and divergentpoints of view.

Analogy chart. A graphic organizerintended to show similarities.

Anti-Semitism. The opposition to, andhatred of, Jews throughout history.

Authoritarian government. A system ofgovernment in which rulers expect unques-tioning obedience from those who are ruled.

Biodiversity. The variety of life foundwithin any given area.

Biome. An area with a characteristic geo-graphic and climatic pattern that supportscharacteristic animal and plant populations(e.g., boreal forest).

Bioregion. A region defined by its naturaland human characteristics; it constitutes anatural ecological community.

Bylaw. A law or rule passed by a municipalcouncil and applicable only to that municipality.

Citizenship. The condition of being vestedwith the rights, duties, and responsibilities ofa member of a state or nation.

Civics. The study of the rights and duties ofcitizenship.

Commodity. A good or service purchasedor used by consumers.

Common good. The interests of all peoplein a community or society (e.g., peace, jus-tice, economic stability).

Constitution. A set of rules and practicesby which a country is governed. The rulesand practices may be in a written constitu-tion or may be unwritten. In Canada, theConstitution defines the relationshipbetween the provincial and federal governments.

Continental shelf. A gently sloping outerborder of a continent that extends below thesurface of the ocean to a point of steeperdescent to the ocean bottom.

Correlation. A causal, complementary, par-allel, or reciprocal relationship between twothings.

Culture. The beliefs, languages, customs,arts, institutions, social relations, and otherhuman endeavours considered together asbeing characteristic of a particular commu-nity, people, or nation.

Decolonization. The act of freeing acolony from a dependent status.

Deforestation. The destruction andremoval of a forest and its undergrowth bynatural or human means.

Democracy. A form of government inwhich laws are made by a direct vote of thecitizens (direct democracy) or by representa-tives on their behalf (indirect democracy).Indirect democracy involves elections withcandidates often coming from competingpolitical parties.

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Dictatorship. A form of government inwhich one leader holds absolute power overhis or her state and is unrestricted by law,written constitutions, or any other limits.

Ecological footprint. The ecologicalimpact of human activities on the environ-ment, measured in terms of the area of bio-logically productive land and water that isused to produce the goods people consumeand to assimilate the wastes they generate.An ecological footprint can be calculated atthe individual, community, national, orglobal level.

Ecological restoration. The process ofrestoring an ecosystem to its original, naturalcondition.

Ecology. The study of all interactions thatoccur within the biosphere, the portion ofthe planet that supports life and livingorganisms within it.

Economic indicator. A statistical measurethat gives an indication of the overall perfor-mance of an economy.

Economy. The system through whichscarce resources are allocated to produce var-ious commodities, and goods are distributedfor consumption among people in the society.

Ecosystem. A self-regulating system,created by the interaction of living organ-isms and their environment, through whichenergy and materials are transferred.

Ecotourism. Tourism that promotes andfacilitates travel for the purpose of observingecosystems.

Ecozone framework. An ecological landclassification system developed for use byEnvironment Canada and Statistics Canada.Canada has fifteen distinct terrestrial andmarine ecozones, based on the particularcombinations of natural features and humanactivities that are distinct for each ecozone.

Ecumene. A permanently settled area.

Environment. Everything, both natural andsynthetic, that surrounds us.

Erosion. The wearing down and carryingaway of material from exposed surfaces bywater, wind, or ice.

Ethnic group. A group of people sharing asocial or cultural identity, based on a particu-lar language, religion, homeland, and/or setof customs.

Federal system. A system of governmentin which several political jurisdictions form aunity but retain autonomy in defined areas.The central or national government is calledthe federal government.

First Nation(s). The term used to refer tothe original inhabitants of Canada, with theexception of the Inuit.

Future wheel. A web organizer, consistingof boxes connected by lines, used to developand show future relationships based on predictions.

Genocide. The planned, systematic destruc-tion of an entire national, racial, political,religious, or ethnic group.

Geographic information system (GIS).An integrated software package for theinput, management, analysis, and display ofspatial information.

Geographic inquiry. The process of col-lecting, organizing, analysing, and communi-cating geographic information.

Geotechnologies. The various hardwareand software platforms and peripherals thatmake possible the electronic creation, stor-age, manipulation, and analysis of geographicdata (e.g., GIS).

Global positioning system (GPS). Anavigation and positioning system that usessatellites and receivers to provide highlyaccurate geographic coordinates for positionson or above the earth’s surface.


Global warming. A warming phenome-non brought about by an unnatural increase,caused by human activity, in the amount ofgreenhouse gases (e.g., water vapour, carbondioxide, methane) in the atmosphere.

Globalization. A process, accelerated bymodern communications technology, thatmultiplies and strengthens the economic,cultural, and financial interconnectionsamong many regions of the world.

Graphic organizer. A visual tool used toorganize and present relationships betweenideas and/or information.

Gross domestic product (GDP). Thevalue of all the goods and services producedin a country in one year.

Gross national product (GNP). Grossdomestic product with the addition of goodsand services from other countries used inproducing goods and services in the homecountry.

High density housing. Housing with alarge number of people per square unit ofmeasurement.

Holocaust. A term used to refer to the sys-tematic, state-sponsored persecution andannihilation of European Jewry by the Nazisand their collaborators between 1933 and1945.

Human rights. Rights belonging to allpeople, as defined in the UniversalDeclaration of Human Rights, which wasadopted by the United Nations in 1948.

Hypermedia. Electronic text, sound, video,and graphics information sources, such aswebsites and CD-ROMs.

Ideology. A set of related beliefs, ideas, andattitudes that characterizes the thinking of aparticular group or society.

Imperialism. The policy of extending theauthority of one country over others by ter-ritorial acquisition or by establishing eco-nomic and political control over the othernations.

Infrastructure. The networks of transporta-tion, communications, education, and otherpublic services that are required to sustaineconomic and societal activities.

Interest group. A group of persons stronglysupporting or working on behalf of a partic-ular cause.

Land claims. The formal demands pre-sented by First Nations peoples for owner-ship and control of lands on which they liveor have traditionally lived.

Land reclamation. The process of restor-ing land or transforming it for human use.

Land use study. A study of how urban,suburban, or rural land is and can be bestused (e.g., for parks, housing, industry,commercial activity).

Laws. The principles and regulations governing a community’s affairs that areenforced by a political authority and judicialdecisions.

Legislative process. The governmentprocess pertaining to the making and passingof laws.

Lobbying. The act by a person or personsof trying to influence legislators or otherpublic officials in favour of their cause.

Location. The position of a point on theearth’s surface expressed by means of a gridor in relation to the position of other places.

Majority rule. The doctrine by which thestatistical majority of a group holds thepower to make decisions that affect thewhole group.

Megaproject. A very large and expensiveproject, often for the development of land ornatural resources, such as the James Bayhydroelectric project.

Métis. An individual or group having partialAboriginal ancestry, usually of mixed FirstNation and European ancestry.

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Pacific Ring of Fire. The area around thePacific Ocean in which tectonic activity isgreatest. The area is named for its large num-ber of volcanoes.

Parliament. An elected assembly responsi-ble for passing legislation and granting theright to levy taxes. In Canada, the federallegislature consists of the sovereign’s repre-sentative, the Senate, and the House ofCommons.

Political parties. Organizations allied by acommon political philosophy designed toserve the interests of particular groups insociety.

Population density. The number of peopleper unit of area (e.g., per square kilometre);calculated by dividing the total number ofpeople by the total area they occupy.

Population distribution. Where peoplelive within an area.

Primary production. The production ofprimary products, such as minerals that aremined or quarried or an agricultural productthat is harvested in its raw state.

Remote sensing. The gathering of infor-mation about the earth from a distance, asthrough photographs taken from satellitesand aircraft.

Renewable resources. Resources that canbe regenerated if used carefully (e.g., fish,timber).

Righteous Among the Nations.Individuals and groups that contributed tothe attempt to rescue the Jews of Europeduring World War II.

Rights. Entitlements recognized and pro-tected by the law.

Rule of law. The fundamental constitu-tional principle that no governments or persons are above the law and that society is governed by laws that apply fairly to allpersons.

Secondary production. The productionof manufactured goods by means of applyinglabour to raw materials.

Migration. The permanent shift of peoplefrom one country, region, or place toanother for economic, political, religious, orother reasons.

Mind map . A graphic representation show-ing the relationships between ideas and/orinformation.

M i n e r a l . A naturally form e d ,s o l i d ,i n o r g a n i csubstance with a characteristic chemicalcomposition and often a particular cry s t a l l i n es h a p e.

Minority rights. The privileges of fulllegal, economic, and social equality accordedto particular groups in society that do notcomprise the majority of the society.

Nationalism. The ideology that promotesdevotion to the collective interests and cul-tural identity of a nation.

Natural hazards. Major events in the physical system, such as floods, fires, andearthquakes.

Non-governmental organization(NGO). An organization not belonging toor associated with a government (e.g.,Oxfam,Amnesty International, Greenpeace).

Non-renewable resources. Resources thatare limited and cannot be replaced once theyare used up (e.g., coal, oil, natural gas).

North American Free Trade Agreement(NAFTA). A trade agreement betweenCanada, the United States, and Mexico thatbecame law in 1993. The main purpose ofNAFTA is to facilitate and increase tradeamong the three countries.

Nunavut. A territory in northern Canadacreated in 1999 and governed by the Inuit.It includes the eastern part of what was theNorthwest Territories, and most of theislands of the Arctic Archipelago.

Organic food production. The produc-tion of food without the use of chemical fer-tilizers, pesticides, and herbicides.

Ozone layer. A region of the earth’s upperatmosphere containing a high concentrationof ozone, which absorbs solar, ultravioletradiation.


Semantic web. A graphic organizing toolthat allows the user to develop and demon-strate the links between ideas and/or information.

Socialism. An economic system and politi-cal ideology based on the principle of equal-ity between people, the redistribution ofwealth, and equal access to benefits such ashealth care and education.

Soil depletion. The process by whichusable soil is removed faster than it can bereplenished (e.g., erosion).

Sustainable development. Developmentthat meets the needs of the present genera-tion without compromising the ability offuture generations to meet their needs.

Tertiary industries. Services, such as banking, transport, education, health care,and retailing, that are supplied directly toconsumers.

Thematic map. A map focusing on a particular topic or theme, such as climate.

Topographic map. A detailed map repre-senting the surface features of a place orregion and giving the relative positions andelevations of the features.

Transition zone. An area where oneregion gradually blends into the next.Thearea contains a mixture of the natural vege-tation, soils, and wildlife found in the twoneighbouring regions.

Urban hierarchy. The ranking of commu-nities according to size, starting with, forexample, a hamlet and progressing in size totown, city, and so on.

Values. Personal or societal beliefs that gov-ern a person’s behaviour and choices.

Venn diag r a m . A graphic organizer consist-ing of two or more circ l e s , each re p re s e n t i n gsets of things.The overlap of the circles indi-cates the commonalities between the sets.

Vertical development. High-densityhousing such as apartment buildings.

Voting. The act of expressing an opinion bya show of hands or ballot, usually with theintent of electing a candidate to office orpassing a resolution.

Waste management. The handling (e.g.,disposal, reuse) of the waste products fromhuman activity.

Zoning bylaws. Laws, usually passed bycommunity governments, that control thetype and amount of development in an area.

The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups, andorganizations that participated in the developmentand refinement of this curriculum policy document.

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