Page 332 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
E1. Social, Cultural, and Political Heritage: analyse the socio-economic, cultural, and political legacies of societies/civilizations from three or more regions and from different periods prior to 1500 (FOCUS ON: Historical Significance; Continuity and Change)
E2. The Legacy of Interactions: analyse various types of interactions between societies prior to 1500 and how societies benefited from and were harmed by such interactions (FOCUS ON: Cause and Consequence; Historical Perspective)
E3. The Fifteenth-Century World: demonstrate an understanding of the general social, economic, and political context in societies in two or more regions of the world in the fifteenth century (FOCUS ON: Historical Significance; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Social, Cultural, and Political Heritage
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
E1.1 analyse the legacy of some socio-economic structures, practices, and traditions associated with various societies/civilizations (e.g., traditions associated with nomadic and sedentary societies; social class/caste divisions; gender roles; division of labour and specialization of skills; slavery; feudal structures; agricultural practices; trade routes; markets and bazaars; guilds; rituals and practices around birth, marriage, death; gift-giving ceremonies to redistribute wealth; educational practices/struc- tures; food and drink; sports and recreation)
Sample questions: “Why was athletics so important in Greek society? What impact
did Greek athletics have on later societies?” “What was the legacy of slavery for societies that existed prior to 1500?” “How might
you assess the legacy of gender and/or other hierarchies in some pre-modern civilizations?”
E1.2 analyse the legacy of art and literature from various societies/civilizations (e.g., painting, sculpture, stained glass, mosaics; illuminated manuscripts; pottery and ceramics; clothing; hieroglyphics; calligraphy; epics, legends, and mythology; sacred texts; theatre; poetry; music)
Sample questions: “Why is art an important source for studying early societies? What can
we learn about these societies from their artistic production?” “What is the message of the stories in One Thousand and One Nights? What is the cultural significance of this volume?” “What impact did Byzantine art have on art produced in medieval Europe?” “How did the artistic legacy of ancient Greece and Rome affect artists during the Italian Renaissance?”
E1.3 analyse the architectural legacy of various societies/civilizations (e.g., megaliths such as Stonehenge or those at Tiwanaku; moai on Rapa Nui [Easter Island]; Egyptian or Aztec pyramids; hypogea in Syria or Malta; Hindu temples at Angkor or Kanchipuram; mosques at Uqba or Timbuktu; Incan architecture at Machu Picchu; Shinto temples; Byzantine, Romanesque, or Gothic churches; rock-hewn architecture in Ethiopia or at Petra; the Great Wall of China or Hadrian’s Wall; Greek and Roman amphitheatres)
Sample questions: “What are some buildings from the ancient world that have status as UNESCO World Heritage Sites? What is the significance of this designation?” “Why might the long-term legacy of a building differ from its initial purpose?” “Why was the arch an important development in the history of architecture?”
E1.4 explain the significance of the contributions of some societies/civilizations to religion and philosophy (e.g., with reference to animism, polytheism, and monotheism; Judaism, Buddhism, Christianity, Hinduism, Islam; the contribution
E. THE LEGACY OF CIVILIZATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
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