Page 309 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. THE UNITED STATES, 1791–1877 OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Social, Economic, and Political Context: describe various social, economic, and political events, trends, and developments that occurred in, or affected people in, the United States between 1791 and 1877, and assess their impact (FOCUS ON: Historical Significance; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse developments affecting interrelationships between different groups in the United States, and between the United States and other countries, from 1791 to 1877 (FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Identity, Citizenship, and Heritage: analyse the impact of various people, policies, and practices on the development of identity, citizenship, and heritage in the United States between 1791 and 1877 (FOCUS ON: Continuity and Change; Historical Perspective)
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
C1.1 describe key social trends and developments in the United States during this period, and analyse their impact (e.g., with reference to religious developments such as the Second Great Awakening, the Shaker movement, the expansion of Methodism, the founding of the Latter Day Saints; reform movements; the beginnings of public education; increasing class and ethnic divisions; the growth of cities; employment of children and women in factories)
Sample questions: “What were some key developments related to religion during this period? How did some new sects contribute to short- and long-term social/cultural change?”
C1.2 describe the daily lives of different groups in the United States in this period (e.g., Native American nations, slaves, free Blacks, indentured servants, industrial workers, farmers, pioneers, new immigrants, economic/political elites), including how they responded to the challenges of every- day life (e.g., environmental challenges, isolation, poverty, displacement, prejudice and discriminatory policies, sickness)
Sample questions: “What similarities and differences would there have been in the lives
of working-class children in an industrial city and slave children on a southern plantation? How would their lives have been different from that of a child from a wealthy family? How might the life of a boy from a wealthy family be different from that of his sister?” “What challenges did white pioneer families face? What challenges did Black pioneer families face? How did these groups respond to the challenges of pioneer life?”
C1.3 describe various developments in science and/or technology during this period, and assess their impact on people in the United States (e.g., with reference to steam engines, the telegraph, the application of mechanized processes in industry, the camera, medical developments such as anaesthetics and antiseptics, inventions and innovations by Alexander Graham Bell, Samuel Colt, John Deere, Charles Goodyear, Eli Whitney)
Sample questions: “What were some techno- logical developments related to transportation during this period? What was their significance for different people in the United States?” “What impact did the development of the cotton gin have on slavery in the American South?”
C1.4 describe key economic events, trends, and/or developments, including international trends/developments, that affected the United States during this period, and assess their impact (e.g., with reference to the Industrial Revolution; the establishment of a national banking system; the Bank War; canal, railroad, and road building;
THE UNITED STATES, 1791–1877
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American History
CHA3U