Page 340 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
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)
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)
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)
B. THE ETHNIC GROUP IN ITS REGION OF ORIGIN
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
B1.1 analyse the historical development of key social structures and trends in this ethnic group’s country or region of origin (e.g., with reference to social class or caste, inherited wealth and privilege or poverty and low status, the status of women and/or children, attitudes and behaviours towards differently abled people, treatment and care of the elderly, formal and informal education systems, marriage practices, level of urbanization)
Sample questions: “What impact did develop- ments in education have on this group? Was education available to all members of the group?” “Was it possible for people from one social class/caste to move into a different class/caste in this society? Did expectations associated with social class or caste change over time?” “What was the status of women in this society? What attitudes were reflected in the treatment of women? Did these attitudes change over time?” “What attitudes were reflected in the treatment of the poor in this society?” “What evidence do you see of racial and/or ethnic tensions in this society?”
B1.2 describe the family structure(s) that pre- dominated in this ethnic group’s country or region of origin (e.g., whether marriage was monogamous or polygamous; the prevalence of nuclear, non-nuclear, multi-generational, blended, and/or multi-ethnic families; gender roles within the family)
B1.3 explain ways in which some key scientific and/or technological developments affected this ethnic group and/or its country or region of origin (e.g., with reference to developments in agriculture, architecture, medicine, transportation, weaponry)
Sample questions: “What changes resulted from improvements over time in farming techniques in this region?” “What developments do you see over time in the construction of buildings in this society? Were different materials, styles, and/or techniques used? What might account for these changes?”
B1.4 analyse key aspects of the historical develop- ment of the economy in this ethnic group’s country or region of origin (e.g., with reference
to the development of barter and trade; when the country industrialized; the impact of colonization on economic development and economic structures;
OVERALL EXPECTATIONS
By the end of this course, students will:
338