Page 20 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

In this document, the big ideas are connected to the overall expectations and the related concepts of disciplinary thinking in each strand. They are listed in the chart on the overview page that precedes each course in Canadian and world studies. The big ideas are also connected to the general framing questions that are provided for each strand. The big ideas combined with the framing questions are intended to stimulate students’ curiosity and critical thinking and to heighten the relevance of what they are studying. The framing questions are broad and often open-ended and can be used to frame a set of expectations or an entire strand. By way of example, the following chart shows the big ideas and framing questions that are related to the overall expectations in strand C of the Grade 12 history course “World History since the Fifteenth Century” (CHY4C).
Sample Overview – World History since the Fifteenth Century (CHY4C)
Overall Expectations and Related Concepts of Historical Thinking
Big Ideas
Framing Questions
C. The World, 1650–1789
C1. Social, Economic, and Political Context: analyse the impact of some key social, economic, and political developments in different regions of the world between 1650 and 1789 (FOCUS ON: Historical Significance; Continuity and Change)
Increased trade and colonization during this period helped change demographic patterns .
How did science contribute to change during this period?
C2. Communities, Conflict, and Cooperation: analyse various types of interactions between different groups between 1650 and 1789 and some forces that affected these interactions (FOCUS ON: Cause and Consequence; Historical Perspective)
The building of commercial and political empires had an impact on relationships within and between various countries .
What were the
short- and long-term consequences of exploration and empire building for indigenous peoples around the world?
C3. Identity, Citizenship, and Heritage: explain how some political, cultural, and religious developments contributed to identity, citizenship, and/or heritage in different regions of the world between 1650 and 1789 (FOCUS ON: Historical Significance)
Religion, art, and architecture had an impact on the identity of countries and empires around the world .
How did colonial policies help shape events and developments around the world at this time? How do they continue to play a role in the world today?
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
ROLES AND RESPONSIBILITIES IN THE CANADIAN AND WORLD STUDIES PROGRAM
Students
Students’ responsibilities with respect to their own learning develop gradually and increase over time as they progress through elementary and secondary school. With appropriate instruction and with experience, students come to see how applied effort can enhance learning and improve achievement. As they mature and develop their ability to persist, to manage their behaviour and impulses, to take responsible risks, and to listen with understanding, students become better able to take more responsibility for their learning and progress. There are some students, however, who are less able to take full responsibility
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