Page 327 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. FLOURISHING SOCIETIES AND CIVILIZATIONS
OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Social, Economic, and Political Context: analyse key social, economic, and political structures and developments in three or more flourishing societies/civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical Significance; Cause and Consequence)
C2. Stability and Expansion: analyse how various factors contributed to the stability, consolidation, and/or expansion of flourishing societies/civilizations from different regions and different periods prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Identity, Citizenship, and Culture: assess the contributions of various individuals and groups
to the development of identity, citizenship, and culture in three or more flourishing societies/ civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical Significance; Historical Perspective)
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
C1.1 compare social structures in various flourish- ing societies/civilizations (e.g., class and caste systems; families and clans; social structures associated with feudal societies; hereditary privilege and meritocracy; educational and religious institu- tions; administrative structures; codes of chivalry)
Sample questions: “What role did religion play in the social structures of the Inca and Mauryan Empires?” “Why did a meritocratic system of administration develop in China? What impact did it have? In what ways was this system different from that of many other societies?” “What was the relationship between serf, samu- rai, and shogun in feudal Japan? How was this relationship similar to and different from that between serf, lord, and monarch in feudal Europe? How did the feudal systems
in these regions compare to the social structure in another society/civilization?” “How wide- spread were matriarchal clan structures among First Nations?”
C1.2 analyse key aspects of the daily lives of people in some flourishing societies/civilizations (e.g., with reference to the work of different people; how goods were produced and acquired; marriage practices; family life, including the size and com- position of families and the roles of women, men, and children; education; religious observances; diseases and medical remedies; sanitation; differences between upper and lower classes/castes)
Sample questions: “When you analyse various societies, what patterns do you see with respect to similarities and differences in the lives of youth?” “What was life like for women of different classes in ancient Egypt?” “What was the life expectancy for people in pre-modern times? What factors contributed to relatively short lifespans?” “What do Mayan codices tell us about everyday life in that civilization?”
C1.3 describe key economic structures, develop- ments, and practices in various flourishing societies/civilizations, and analyse their significance (e.g., the replacement of barter systems with cash economies, developments in domestic and international trade, development of a merchant class and urban commerce, feudal economies, tributary economies, taxation and tithing, plunder)
Sample questions: “What role did tribute play in the Mesopotamian economy?” “How did the
FLOURISHING SOCIETIES AND CIVILIZATIONS
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the Fifteenth Century
World History to the End of
CHW3M