Page 316 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University Preparation
E1. Social, Economic, and Political Context: describe various social, economic, and political events, trends, and developments in the United States since 1945, and analyse their key causes and consequences (FOCUS ON: Cause and Consequence)
E2. Communities, Conflict, and Cooperation: analyse how various events and developments have affected specific groups in the United States, and relations between the United States and other countries, since 1945 (FOCUS ON: Historical Significance; Continuity and Change)
E3. Identity, Citizenship, and Heritage: analyse how various groups, trends, and cultural developments have affected identity, citizenship, and heritage in the United States since 1945 (FOCUS ON: Historical Significance; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political Context
FOCUS ON: Cause and Consequence
By the end of this course, students will:
E1.1 describe key social trends and developments in the United States during this period, and analyse their main causes and consequences (e.g., with reference to development of teen culture in the 1950s and youth countercultures in the 1960s; the environmental movement; social upheaval associated with the civil rights, antiwar, and/or women’s movements; changes in birth, marriage, and divorce rates; changes in the role of women; continuing urbanization; trends in recreation; changes in the sources of immigrants and refugees; trends with respect to religion/spirituality, education, crime, violence)
Sample questions: “What were some of the causes and effects of the development of youth subcultures after World War II?” “What were the causes of increasing suburbanization during the second half of the twentieth century? What impact did this trend have on some American cities and families?”
E1.2 describe some key developments in science and/or technology during this period, and explain their impact on Americans (e.g., with reference to television, weaponry, the Salk vaccine and other medical breakthroughs, developments in computers and other digital technologies, space exploration, biotechnology)
Sample questions: “What impact did the develop- ment of increasingly powerful nuclear weapons have on Americans?” “What criteria would you use to assess the impact of computer technology on American society? Why might the criteria used and the conclusions reached change depending on the sector or group(s) of people you are studying?” “How have developments related to genetically modified organisms affected American agricultural practices as well as
the American economy and society?”
E1.3 describe key economic trends and develop- ments in the United States during this period, and analyse their main causes and consequences (e.g., the Marshall Plan, the expansion of the military-industrial complex, consumerism, the energy crisis, the increasing power of American transnational corporations, the savings and loan scandal, Reaganomics, free trade agreements, globalization, decline in manufacturing, the Rust Belt, increase in high-tech industry, the dot-com bubble, bank fraud, increasing economic inequality)
Sample questions: “What factors led to the growth of unions in the years after World War II? What factors have led to their decline in more recent years?” “What factors have led to an increase in the size of the average farm?” “What factors led to the subprime mortgage crisis of 2008? Whose lives were changed by the crisis? Why was the consequent recession not felt equally by all Americans?” “What kinds of financial scams and frauds were exposed during the financial crisis of 2008? Why were
E. THE UNITED STATES SINCE 1945 OVERALL EXPECTATIONS
By the end of this course, students will:
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