Page 361 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. ECONOMIC AND POLITICAL CRISES, 1919–1945
OVERALL EXPECTATIONS
By the end of the course, students will:
C1. Social, Economic, and Political Context: analyse the impact on the lives of people in two or more regions of the world of some key social, economic, and political issues, trends, and/or developments between 1919 and 1945 (FOCUS ON: Historical Significance; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse key causes and consequences of various global and regional conflicts as well as the effectiveness of efforts to maintain peace between 1919 and 1945 (FOCUS ON: Cause and Consequence)
C3. Identity, Citizenship, and Heritage: analyse some significant developments related to human/ citizenship rights and cultural identities in societies in two or more regions of the world between 1919 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
C1.1 describe some key social issues, trends, and/ or developments during this period, and analyse their impact on the lives of people in two or more regions of the world (e.g., changing mores in many Western countries in the 1920s, changes in the roles of women, continuing urbanization, changes in recreational activities, the role of religion, the social impact of economic crises)
Sample questions: “What issues and develop- ments influenced the rise in youth subcultures in different parts of the world during this period?” “What impact did the labour movement have on ideas about recreation and vacations for some working people?”
C1.2 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 radio, television, the use of sound in movies, aviation, radar, medical developments, chemical fertilizers, improvements in motor vehicles; the ideas of Albert Einstein)
Sample questions: “What impact would a major medical development like the discovery of insulin or penicillin have had on people’s lives? Who particularly benefited from these developments?”
C1.3 identify some key economic changes during this period, and analyse their impact on people’s lives in two or more regions of the world (e.g., with reference to the prosperity of the 1920s in some societies, the burden of World War I reparations on Germany, the stock market crash of 1929, the Great Depression, rearmament and war industries)
Sample questions: “Was the prosperity of the 1920s a global phenomenon?” “In what ways did economic conditions for a farm family or industrial worker change between 1925 and 1935? In what regions were the changes most significant?” “What economic changes resulted from new fiscal laws/policies? How did these changes affect individuals and families?”
C1.4 identify some key political changes in selected countries in two or more regions of the world during this period, and analyse their impact on people’s lives (e.g., the beginnings of decolonization in Africa and Asia, the declaration of independence in Egypt, the establishment of the Nationalist government in China, fascism in Italy and Spain,
ECONOMIC AND POLITICAL CRISES, 1919–1945
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World History since 1900:
Global and Regional Interactions
CHT3O