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Themes:
Constitutional History
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Aboriginals: Treaties & Relations
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Pionniers et Immigrants
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Pioneers and Immigrants

Manitoba Curriculum Objectives

Goals (Senior 3)

Canada Today – Canadian Studies
This site will help students reach the following understandings as part of the Senior 1 curriculum:

  • Canada is a large, diverse country with different regions, each having its own unique characteristics.

  • The evolution of Canada as a nation has been and continues to be influenced by a variety of internal factors, including size and cultural diversity, as well as external factors

  • The population of Canada is a very diverse one, built up by successive waves of immigration.

  • Cultural stereotyping and social prejudice have existed in Canadian history and have influenced our immigration policies.

  • European colonies in North America exhibited significant differences but also had important elements in common.

  • Canada has developed from a system of regional communities with differing interests and perspectives.

  • The history of the local area and region follows unique patterns, yet it is related to national and international history.

Unit 1 – The Peopling of Canada

1. Aboriginal Peoples

  • What were the major effects on Aboriginal peoples of the initial interaction between the European and Aboriginal groups? How were Europeans affected?

  • How has the long-term interaction between Aboriginal and European groups affected Aboriginal peoples? (Consider: the introduction of technology, disease, as well as treaties, reserves, the Indian Act, residential schools, land claims, recent court rulings.)

  • What are some of the contributions of Aboriginal groups to Canadian society? (Consider: specific inventions such as the canoe and snowshoes, as well as more general ideas such as attitudes held and cultural contributions.)

2. Immigration: 1600 to Present
The following groups and periods should be studied:

  • The French, 1600 to 1760

  • The Loyalists

  • British Immigration, 1800 to 1860 (with emphasis on the Great Migration)

  • Multicultural Migration, 1867 to 1929 (special emphasis on 1896 to 1914)

  • Migration, 1930 to Present (including refugees and restrictions)

  • Special Migrations (for example, the gold rushes, Blacks in the Maritimes)

Teachers should apply the following questions (where appropriate) to each of the above, and try to personalize them with examples of individuals or families wherever possible.

  • What are the characteristics of various periods of immigration? Where did immigrants originate? When? Why did they come? How did they come? How many? Where did they settle? Who was displaced in the process? How were they accepted? What percentage of the population do they constitute today?

  • How did Canada affect the immigrants?

  • Has Canada treated all immigrants equally? (Examples: Chinese, Jews of the 1930s, Japanese-Canadians during World War II.)

  • What are the present immigration regulations? What were past immigration regulations?

  • What are the consequences for Canada of the present immigration policies?

Unit IV – Social and Economic Changes in Modern Canada Since 1850

1. The effect of Industrialization on Rural and Urban Canada

  • What were the social and economic characteristics of the way of life of a pre-industrial (1850) rural society? (Consider: roles of family members, their occupations, use of time, educational opportunities, transportation and communication methods.)

  • What effect have the changes in farm and household technology had on the economic way of life in rural Canada? On the social organization (e.g., use of time, standard of living, educational opportunities, transportation and communication links)?

Unit V – Western Canada

1. The Power of the Fur-Trade Companies

  • What was the influence of the fur-trade companies, especially the Hudson’s Bay Company and the North West Company, on the peoples of the area now known as the prairie provinces and British Columbia? (Consider the effect of the fur trade on both Aboriginal and non-Aboriginal people.)

3. The “Selling” of the West (1840-1896)

  • Why did Canada purchase Rupert’s Land? What were the implications for Canada at the time of the purchase? Later?

  • Why did Manitoba become a province in 1870 and not earlier or later? (Consider Canada–U.S.A. interests; Métis concerns and resistance, government reaction.) How did Manitoba’s entry into Confederation affect the rest of the West?

4. “The Last Best West” (1896 to the Present)

  • How did the prosperity of the period between 1896 and1929 affect the people in western Canada? (Consider the effect of rapid growth upon prairie cities and rural communities in the West.)
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