Page 366 - 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
D3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
D3.1 explain the impact of nationalism and the decline of colonialism on identity, citizenship, and/or heritage in countries in two or more regions of the world during this period (e.g., in Israel, Palestine, Vietnam, Algeria, India, Pakistan, Northern Ireland, Biafra, Namibia, Libya, Sudan, or Czechoslovakia; with respect to the Kurds in Iraq, the Basques in Spain, or the Québécois in Canada)
Sample questions: “Why did so many African countries achieve political independence in the 1950s and 1960s? In what ways did these countries change with independence? What was the heritage of colonialism for these emerging states?”
D3.2 analyse the contributions of some significant individuals and/or organizations to human rights in two or more regions of the world during this period (e.g., with reference to the UN Convention on the Rights of the Child or Declaration on the Rights of Indigenous Peoples, Amnesty International, Mothers of the Plaza de Mayo, Solidarity [Poland], or the African National Congress; Rosa Parks, Martin Luther King Jr., Stephen Biko, Pierre Trudeau, Gloria Steinem, Mikhail Gorbachev, Aung San Suu Kyi)
Sample questions: “Why did thousands of people from all over the world attend the funeral of Oscar Romero? Why did other people attack and kill some of the attendees? What did this man stand for? Why did he engender such strong responses from his supporters and detractors?”
D3.3 describe some of the main social movements in two or more regions of the world during
this period (e.g., civil rights, feminist, peace, environmental, Aboriginal, anticolonial movements), and assess their significance
Sample questions: “What are some ways in which Aboriginal peoples from different regions of the world began to organize during this period to speak out about the need for change and
for the acknowledgement of past injustices? What factors contributed to these movements? What issues did they address?” “Why do you think that many people’s attitude towards the environment changed during this period? What were some developments that reflected these changes of attitude?”
D3.4 describe some key cultural developments during this period, and analyse how they affected people’s identity and heritage (e.g., the increasing domination of American culture; the popularization of television; developments in music, such as rock ’n’ roll, reggae, and/or ska; modern art; postcolonial literature; developments in sports and popular culture)
Sample questions: “What are some ways in which youth subcultures during this period were tied to the music they were listening to? What associations were there between types of music and the values and/or behaviour of these youth?”
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