Page 318 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
E3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
E3.1 analyse how various groups have contributed to the development of identity, citizenship, and/or heritage in the United States during this period (e.g., African Americans, Hispanic Americans, Native Americans, Jews, Muslims, evangelical Christians, youth, entrepreneurs, different categories of workers, hawks and doves, “Reds”and anticommunists, gun advocates)
Sample questions: “As you investigate different communities in the United States during this period, do you think their experience or contri- bution is consistent with the traditional idea of the American ‘melting pot’? Why or why not?” “Have all the groups you are investigating enjoyed the same citizenship rights? If not, what are some ways in which people’s rights have been limited?” “What impact did images of Southern segregationists battling civil rights workers have on the development of heritage and identity in the United States?”
E3.2 explain the impact of religion/spirituality on the development of identity, citizenship, and/or heritage in the United States during this period (e.g., with reference to the Bible Belt; African- American churches and the civil rights movement; religious minorities such as Mormons, Catholics, Jews; spiritual practices of Native Americans; evangelical Christians and the power of the religious right in American politics; attitudes towards Muslims after 9/11)
Sample questions: “How has religion/spirituality contributed to regional identities and regional divisions in the United States?” “What impact have fundamentalist Christian beliefs and values had on education in some areas of the United States?” “Do you think the role of religion during this period is consistent with the separation of church and state envisioned by the founders of the American republic?”
E3.3 analyse how the roles and identities of American women have changed during this period (e.g., with reference to women’s domestic roles, labour force participation, education; the Equal Pay Act of 1963; the pink-collar ghetto; the women’s liberation movement; Roe v. Wade;
affirmative action; the failure of the Equal Rights Amendment; the role of class and race in women’s lives)
Sample questions: “Why is the publication of The Feminine Mystique often seen as a turning point for American women? What was the thesis of that book? Was it relevant to all American women? Why or why not?” “What economic opportunities have been available to different groups of women in the United States since the end of World War II? In what ways have these opportunities been similar to and different from the kinds of work and pay available to men, including different groups of men?”
E3.4 analyse the role of consumer culture in the construction of identity in the United States during this period (e.g., with reference to auto- mobile culture, fashion, the fast-food industry, iconic American products, magazines, advertising, branding, gun culture, suburbanization)
Sample questions: “What is meant by the term coca-colonization? What was the significance
of this term for identity in the United States and the image of the United States abroad?” “Why have big-box stores become symbols of American culture? Why have these stores become so popular?” “In what ways have environmental concerns affected consumers and consumer choices in the United States during this period?”
E3.5 analyse the impact that American arts and popular culture have had during this period, both in the United States and internationally (e.g., with reference to literature, theatre, dance, painting, architecture, music, professional sports, movies, television shows, video games; individuals such as Woody Guthrie, James Brown, Walt Disney, Jackson Pollock, Martha Graham, Jackie Robinson, Tennessee Williams, Toni Morrison, Andy Warhol, Maya Lin, Steven Spielberg)
Sample questions: “What are some ways in which the youth counterculture of the 1960s has had an impact on American heritage?” “What are some ways in which American popular culture has reached around the world in this period? What is the impact of such cultural dominance?”
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