Page 362 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
Nazism in Germany, Stalinism in the Soviet Union, the New Deal in the United States, totalitarianism in Japan, the Peron coup in Argentina, isolationism)
Sample questions: “What were the Nuremberg Laws? What impact did they have on Jews in Germany?” “What changes occurred in the government of Japan during this period? How did they affect the lives of people in Japan and other parts of East Asia?”
C2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence
By the end of this course, students will:
C2.1 analyse the impact of nationalism and imperialism in two or more regions of the world during this period (e.g., with reference
to the British Raj and the Indian independence movement, Egyptian independence, German nationalism and expansionism, Japanese imperialism and attitudes towards the people they conquered, the Soviet annexation of the Baltic states, or American economic imperialism in Latin America)
Sample questions: “What were the intended and unintended consequences of the March 1st Movement for Koreans? In what ways was this movement related to American president Woodrow Wilson’s ideas about self- determination?” “What was the significance
of the Atlantic Charter for imperial powers
and their colonies in Asia and Africa?”
C2.2 explain the main causes and consequences of World War II (e.g., causes: the impact of the Treaty of Versailles; militarism; expansionism of Nazi Germany, fascist Italy, and imperial Japan; consequences: civilian and military casualties, the Holocaust, displaced persons, the creation of the United Nations [UN], the partition of Germany)
Sample questions: “What decisions were reached at the Allied conferences at Yalta and Potsdam? What changes arose from these decisions? What were their short- and long-term consequences?” “What were the consequences of the dropping of atomic bombs on Hiroshima and Nagasaki?”
C2.3 explain the main causes and consequences of some local/regional conflicts in two or more regions of the world during this period (e.g., the Amritsar Massacre, conflict between Nationalists and Communists in China, the Nazi persecution of the Jews, the Great Terror and/or Holodomor in the Soviet Union, the Spanish Civil War, the Japanese invasion of Manchuria, the Italian invasion of Ethiopia, or the 1926 General Strike in Great Britain)
Sample questions: “What were the causes of the uprising in the Warsaw Ghetto? What were its consequences?”
C2.4 describe various efforts to maintain peace during this period, and assess their effectiveness (e.g., with reference to the League of Nations,
the Washington Naval Conference, the Munich Agreement, the Locarno Pact, the work of Quakers and the international peace movement, or the Good Neighbor Policy and the withdrawal of American troops from Nicaragua)
Sample questions: “Why did the negotiators of the Locarno Pact receive the Nobel Peace Prize? What did the pact accomplish in the short term? Why was it not effective in the long term?”
C3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C3.1 explain how various groups, practices, and/ or attitudes limited citizenship and/or human rights in two or more regions of the world during this period (e.g., with reference to the Ku Klux Klan, the Gestapo, the People’s Commissariat for Internal Affairs, censorship, incarceration and internment, eugenics programs, racism, antisemitism, segregation, disenfranchisement)
Sample questions: “How did residential schools in Canada and Australia violate the rights of Aboriginal peoples in those countries?” “What is eugenics? What impact did beliefs associated with eugenics have on government policy in different countries during this period? What impact did such policies have on the rights of some people in these countries?”
C3.2 analyse the contributions of some individuals and organizations to the protection of human rights in two or more regions of the world during this period (e.g., W. E. B. Du Bois, Mohandas Gandhi, Nellie McClung, John Rabe; White Rose, Save the Children, International Federation of Red Cross and Red Crescent Societies, national and international labour unions)
Sample questions: “How did Eleanor Roosevelt use her position as first lady in the United States to further human rights causes?” “Why is Raoul Wallenberg considered one of the ‘Righteous among the Nations’?”
C3.3 assess the impact of some key political figures from two or more regions of the world on identity, citizenship, and/or heritage during
360