Page 336 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Overall Expectations and Related Concepts of Historical Thinking
Big Ideas*
Framing Questions*
B.The Ethnic Group in Its Region of Origin
B1. Social, Economic, and Political Context: analyse key social, economic, and political events, trends, and/or developments in the selected ethnic group’s country or region of origin and how they changed over time (FOCUS ON: Historical Significance; Continuity and Change)
A variety of structures and events shaped the historical development of different groups in their country of origin .
What is culture? What components make up culture? Are they the same for every ethnic group?
How do we identify, and determine the importance of, turning points in an ethnic group’s history?
How do communities change?
B2. Significant Interactions: analyse the impact of significant interactions, including interactions with the environment, on the selected ethnic group’s country or region of origin (FOCUS ON: Historical Significance; Cause and Consequence)
Interactions between groups and between human and natural systems have intended and unintended consequences .
B3. Culture and Identity: analyse ways in which various factors contributed to the development of culture and identity in the selected ethnic group in its country or region of origin (FOCUS ON: Continuity and Change; Historical Perspective)
Culture and identity are not static .
C. Factors Influencing Migration to Canada
C1. Social, Economic, and Political Factors: analyse ways in which various social, economic, and political factors influenced people’s decisions to emigrate, with particular emphasis on the selected ethnic group (FOCUS ON: Historical Significance; Continuity and Change)
There were often significant catalysts that led a person or a group of people to leave their home country .
Why do people emigrate? Are the reasons the same for all groups?
Why might social, economic, and political factors lead to progress for some people yet decline for others within the same community?
What catalyst or catalysts led this group to immigrate to Canada?
Why did this group choose Canada as its destination?
C2. Conflict and Repression: analyse the roles played by conflict and denial of rights in people’s decisions to emigrate, with particular reference, where applicable, to the selected ethnic group (FOCUS ON: Cause and Consequence; Continuity and Change)
Institutional racism and denial of rights often led to emigration .
C3. Supports and Incentives: analyse the roles played by family, community organizations, and governments in people’s decisions to emigrate, and in attracting them to Canada (FOCUS ON: Historical Perspective)
Immigration is the result of a combination of many factors, both personal and political .
Grade 11, Open
Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B–E.
Strands B–E
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
* See page 17 for a discussion of the purpose of big ideas and framing questions.
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