Curriculum Connections

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Teaching the Holocaust in Ontario

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Grades 5-8 Ontario Curriculum Connections

Grade 5 - Social Studies Curriculum:

B3. Understanding Context: Roles and Responsibilities of Government and Citizens

B3.1 describe the major rights and responsibilities associated with citizenship in Canada (e.g., rights: equal protection under the law, freedom of speech, freedom of religion, the right to vote; responsibilities: to respect the rights of others, to participate in the electoral process and political decision making, to improve their communities) Sample questions: “What are the major rights of a citizen in Canada? Why might some Canadians have the same rights on paper but not in practice? Why did some people in Canada not have full citizenship rights in the past? What role did race and gender play in this denial of rights?” “What does it mean to be a good citizen?” “What are your responsibilities as a member of our class at our school? As a citizen of Canada?” “What impact have past laws had on the right of First Nations to participate in the electoral process?” “What are some ways in which laws have

B3.9 describe some different ways in which citizens can take action to address social and environmental issues (e.g., by determining the position of their local candidates on various issues and supporting/voting for the one whose position they agree with; through the court system; by organizing petitions or boycotts; by volunteering with organizations that work on specific issues; by writing to their elected representatives or to the media; by creating or participating in art projects that bring attention to an issue) Sample questions: “How can a person determine the position of local candidates or party leaders on issues of importance?” “How could you become more active in your community?

Grade 6 - Social Studies

A2. Inquiry: The Perspectives of Diverse Communities

A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada (e.g., the development of the reserve system from the perspective of First Nations, European settlers, and the federal government; the negotiation and interpretation of Indigenous treaties, from the perspective of Indigenous peoples and the federal government; the forced relocation of Japanese Canadians during World War II from the perspective of Japanese Canadians, the government at the time, and the government that issued an apology to Japanese Canadians; the formation of neighbourhoods of people who have different heritages, from the perspective of the newcomers, their children, the people already in the neighbourhood, the local school, and/or the agencies and governments that provide services to the neighbourhood)

A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to help them determine differences in perspectives of participants in the Red River Resistance or North-West Resistance; plot census data on a line graph using a computer-based graphing program in order to help them determine changes over time in a specific community; analyse a collection of photographs for evidence about newcomers’ feelings towards their new community and about the feelings of people already living in that community towards the newcomers; examine the content of diaries to determine how people in the past felt about living in their community)

A3.4 identify various types of communities in Canada and some ways in which they have contributed to the development of the country (e.g., First Nations, Inuit, Métis, French, and/or British; later immigrant groups such as Chinese, Germans, Scandinavians, South Asians, or Caribbean people; religious communities; economic communities such as resource towns; workers and labour organizations; rural and urban communities)

A3.7 describe interactions between communities in Canada, including between newcomers and groups that were already in the country (e.g., trade among precontact First Nations; cooperation between First Nations and the French and British in the fur trade; Indigenous treaties; conflict between Catholic and Protestants in Ontario or white and Asian residents in British Columbia; racism directed at Black settlers in Nova Scotia and southern Ontario; responses of local businesses, ranging from the refusal to serve certain groups to providing new products and services to help meet the needs of new communities; interactions between newcomers and settlement agencies or advocacy organizations)

Grade 8 History:

B1.3 analyse some of the challenges facing various non-Indigenous individual, groups, and/or communities in Canada between 1890 and 1914 (e.g., increasing industrialization; restrictions on immigration of some ethnic groups; lack of political rights for women; working conditions in sweatshops; racism and other forms of prejudice), and compare some of these challenges with those facing present-day Canadians

B2.3 assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, authenticity, purpose, and/or context of the source and the values and/or expertise of its author)

B3.2 identify factors contributing to some key events and/or developments that occurred in and/or affected Canada between 1890 and 1914 (e.g., the Boer War, promoting Canada as a destination for immigrants, the growth of the women’s suffrage movement, the founding of the Children’s Aid Society, the immigration of British Home Children to Canada, the expansion of homesteading in the West, the growth of labour unions, anti-Asian riots in Vancouver), and explain the historical significance of some of these events and/or developments for various non-Indigenous individuals, groups, and/or communities