Social Studies Grades 1 to 6

The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8

Curriculum Expectations Where the Holodomor, Canada’s First Internment Operations or Topics Based on Ukraine May Apply


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Grade Unit Overall Expectation Specific Expectation Explanation
5 B. People and Environment: The Role of Government and Responsible Citizenship B1. Application: Assess responses of governments in Canada to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues. B1.1: Assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance. Sample question: “How effective have the actions of the Canadian government been in influencing Russia’s decision to invade Ukraine’s territory?”
5 B. People and Environment: The Role of Government and Responsible Citizenship B3. Understanding Context: Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada. B3.4: Describe different processes that governments can use to solicit input from the public, and explain why it is important for all levels of government to provide opportunities for public consultation. Senator Paul Yuzyk’s suggestion to the Lester Pearson government to reconsider the term ‘biculturalism’ in the Royal Commission on Bilingualism and Biculturalism, made a significant impact on Canada’s identity as a multicultural country.

Sample questions: “Explain how Senator Paul Yuzyk’s criticism of the Royal Commission on Bilingualism and Biculturalism led to the adoption of ‘multiculturalism’ in Canada?”

“Why did the Lester Pearson government set up the Royal Commission on Bilingualism and Biculturalism?
5 B. People and Environment: The Role of Government and Responsible Citizenship B3. Understanding Context: Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada. B3.5: Describe key actions taken by different levels of government to solve some significant national, provincial/territorial, and/or local issues. Sample question: “What actions have the Canadian federal government taken to address the Ukraine-Russia conflict?”
6 A. Heritage and Identity: Communities in Canada, Past and Present A1. Application: Assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions. A1.2: Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity. Sample question: “How did Senator Paul Yuzyk contribute to the making of Canada’s multicultural identity?”
6 A. Heritage and Identity: Communities in Canada, Past and Present A2. Inquiry: Use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada. A2.1: Formulate questions to guide investigations into different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada. Sample question: “From the perspective of the Canadian government and the Ukrainian Canadian community, describe the interment of Ukrainian Canadians during World War I.”
6 A. Heritage and Identity: Communities in Canada, Past and Present A3. Understanding Context: Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada. A.3.1: Identify the main reasons why different peoples came to Canada. Sample question: “What are the reasons Ukrainians have emigrated to Canada in the past and present?”
6 A. Heritage and Identity: Communities in Canada, Past and Present A3. Understanding Context: Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada. A3.3: Identify various types of communities that have contributed to the development of Canada. Sample question: “How has the Ukrainian Canadian community contributed to the development of Canada?”
6 A. Heritage and Identity: Communities in Canada, Past and Present A3. Understanding Context: Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada. A3.4: Describe significant events or developments in the history of two or more communities in Canada. Sample question: “Compare the internment of Ukrainians in WWI with the Japanese Internment of WWII.”
6 A. Heritage and Identity: Communities in Canada, Past and Present A3. Understanding Context: Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada. A3.7: Describe significant changes within their own community in Canada. Sample question: “What were some significant changes and experiences the first Ukrainian settlers faced on coming to Canada?”
6 B. People and Environment: Canada’s Interactions With the Global Community B1. Application: Explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena. B1.2: Analyse responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and/or social issue of international significance. Sample question: “How have different groups and individuals in Canada responded to the Ukraine-Russia conflict?”

“How did Canadians respond to the internment of Ukrainians in WWI?”

“How did the Canadian government respond to the Holodomor in the 1930s?”
6 B. People and Environment: Canada’s Interactions With the Global Community B3. Understanding Context: Describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement. B3.1: Identify some of the major ways in which the Canadian government interacts with other nations of the world. Sample question: “What are the ways Canada has interacted with Russia and Ukraine, since the start of the Ukraine-Russia conflict in November 2013?”
6 B. People and Environment: Canada’s Interactions With the Global Community B3. Understanding Context: Describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement. B3.5: Identify some significant political, social, and economic interactions between Canada and other regions of the world, and describe some ways in which they affect these regions. Sample question: “In what ways has Canada’s interaction with Russia and Ukraine, since the start of the Ukraine-Russia conflict in November 2013, affected the current conflict between Russia and Ukraine?”