Page 358 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
B1. Social, Economic, and Political Context: analyse some significant social, economic, and political developments in two or more regions of the world between 1900 and 1919 (FOCUS ON: Historical Significance; Continuity and Change)
B2. Communities, Conflict, and Cooperation: analyse the significance of some global and regional conflicts and reform movements between 1900 and 1919 (FOCUS ON: Historical Significance; Cause and Consequence)
B3. Identity,Citizenship,andHeritage:explainhowvariouspolitical,social,andculturaldevelopments affected identity, citizenship, and/or heritage in two or more regions of the world between 1900 and 1919 (FOCUS ON: Continuity and Change; Historical Perspective)
B. EMPIRES AND NATIONALISM, 1900–1919
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 compare some key social roles, institutions, and/or developments in two or more regions of the world during this period (e.g., with reference to families, the roles of women, class, levels of education, religious institutions, labour strife, trends in immigration/emigration, urbanization)
Sample questions: “When you analyse social hierarchies in different regions of the world during this period, what differences do you find? Are there any basic similarities?” “Which countries were major destinations for immi- grants during this period? What patterns do you see with respect to the origins of immigrants to different countries? What supports, including those from local or national organizations or from the immigrants’ own communities, were available for immigrants in different countries?”
B1.2 identify some key developments in science and/or technology during this period, and analyse their impact on people’s lives (e.g.,
with reference to the mass production of automobiles; developments in military technology, airplanes,
radio, or electrical appliances; the work of Sigmund Freud, Guglielmo Marconi, or the Pathé brothers; engineering feats such as the construction of the Panama Canal)
Sample questions: “What impact did ideas about scientific management and innovations such as the assembly line have on workers in industrialized societies during this period?” “What are some changes that occurred in people’s lives, in both the short and long term, as a result of the mass production of cars?” “What are some of the ways in which urban electrification changed people’s lives?”
B1.3 describe the main characteristics of economies in two or more regions of the world during this period (e.g., traditional, mixed, industrialized, agricultural, or free market capitalist economies), and analyse their impact on people’s lives (e.g., with reference to the lives of farmers in traditional or mixed economies, the life of a factory worker in an industrial society, the increase in white-collar work in some regions, trusts and robber barons, increasing unionization in industrial societies)
Sample questions: “What were some of the major industrialized countries at this time? Which countries remained largely agricultural? What were some of the major differences in people’s lives in industrial and agricultural economies?”
OVERALL EXPECTATIONS
By the end of the course, students will:
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