Page 315 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

D3. Identity, Citizenship, and Heritage
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
D3.1 describe trends and developments in immigration during this period, and assess their impact on identity and culture in the United States (e.g., with reference to groups such as Canadians, Chinese, Germans, Italians, Jews, Scandinavians, or Slavs; the impact of the Chinese Exclusion Act of 1882, the Geary Act of 1892, the Emergency Quota Act of 1921, or the Immigration Act of 1924)
Sample questions: “Do you think the experience of most immigrants to the United States during this period supported the idea of the American Dream? Were some groups more successful than others in their new country? If so, how would you account for this?” “What are some ways in which immigrant groups contributed to regional culture/identities during this period?”
D3.2 explain how different regions contributed to heritage and identity in the United States during this period (e.g., with reference to the South; the Southwest; Appalachia; the Midwest; New England; California; the great metropolises such as New York, Chicago, Detroit)
Sample questions: “What factors account for the distinctive cultures in some regions of the United States?” “In what ways did American regionalism affect politics in this period? How does it affect politics in the present day? What changes have occurred since the late nineteenth century in the political map of the regions?”
D3.3 describe a variety of developments in science and/or technology during this period, and analyse their impact on heritage and identity
in the United States (e.g., with reference to auto- mobiles; farm machinery; the telephone; motion pictures; sound recordings; the assembly line; airplanes; radio; developments in sanitation, household appliances, electricity, medicine, weaponry; the work of Thomas Edison, Henry Ford, Albert Einstein, or George Washington Carver)
Sample questions: “What technological/scientific development from this period do you think had the greatest impact on identity and/or heritage in the United States? Why?” “What impact did the development of radios and motion pictures have on American culture?”
D3.4 analyse developments related to citizenship rights for various groups in the United States during this period (e.g., with reference to Native American nations; African Americans; women; Americans with Italian, Chinese, Japanese, Jewish backgrounds; communists)
Sample questions: “What was the significance of the 1924 Indian Citizenship Act?” “What were some ways in which Executive Order 9066 was used to control the lives of people whom the government saw as a threat to American security? What does it tell you about the values/beliefs of the time as well as fears in American society during World War II?”
D3.5 describe various developments in the arts and popular culture during this period, and analyse how they contributed to heritage and identity in the United States (e.g., with reference to developments in music, motion pictures, theatre; the growth of professional sports; influential artists and writers; newspapers, magazines, comic books; creation of the Pulitzer Prize or the Academy Awards)
Sample questions: “How important were Hollywood films to the way the United States was perceived around the world?” “How did the Harlem Renaissance contribute to African- American identify and American heritage?” “How did the work of John Muir contribute to the establishment of Yosemite National Park and the National Park Service? How did photographer Ansel Adams help popularize Yosemite and contribute to the American conservationist movement?”
THE UNITED STATES, 1877–1945
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American History
CHA3U