Page 306 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University Preparation
B1. Social, Economic, and Political Context: analyse the significance, for different groups in the United States, of various social, economic, and political practices and developments prior to 1791 (FOCUS ON: Continuity and Change; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse relations between various groups, and between different groups and the environment, in the United States prior to 1791, and assess the impact of these interrelationships (FOCUS ON: Historical Significance; Cause and Consequence)
B3. Identity, Citizenship, and Heritage: analyse how some individuals and a variety of social and political forces prior to 1791 affected the development of identity, citizenship, and heritage in the United States (FOCUS ON: Continuity and Change; Historical Perspective)
B. THE UNITED STATES, PRECONTACT TO 1791
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
B1.1 compare various aspects of life of different Native American nations in the United States prior to contact with Europeans (e.g., with reference to economies, spirituality, oral traditions, relationships with the environment, political organization, lifestyles, arts and culture, gender roles, child-rearing practices)
Sample questions: “In what ways were the lives of Native people on the Great Plains different from those of Native people who lived near
the Great Lakes? What factors might account for those differences?” “How were the roles
of women and children viewed in different Native groups?” “What were the interconnections between this group’s spiritual practices
and beliefs and its relationship with the environment?”
B1.2 compare various aspects of life of different groups living in the colonial United States (e.g., Quakers in New England, European settlers and Native American nations on the frontier, merchants and artisans in developing towns, slaves in rural and urban areas, farmers, plantation owners, women and/or children from different classes)
Sample questions: “What impact did social hierarchies have on women’s roles in colonial America? What differences were there between the lives of women in a wealthy New England family and in a pioneer family on the frontier? Between a white servant and a Black slave? How did the status of these women affect their maternal role and practices?”
B1.3 describe key British policies that had an impact on the American colonies during this period (e.g., the establishment of the Virginia Company, the Navigation Acts, salutary neglect, conflicts with France over control of North America, Britain’s role in the transatlantic slave trade, the Stamp Act, the Declaratory Act, the Townshend Duties), and analyse their influence on American economic and political development
Sample questions: “What is the significance of the British policy of salutary neglect in colonial American history?” “What was the impact of the Virginia Company on the types of labour used in the colonial United States?” “Why might some people consider the Revenue Act of 1764 to be a turning point in American history? Why did Britain think this act was necessary?” “Why did the signing of the Quebec Act of 1774 elicit outrage among many American colonists? In what ways was this act a trigger for the move towards independence from Britain?”
OVERALL EXPECTATIONS
By the end of this course, students will:
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