Page 368 - 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
states; the partition of Czechoslovakia; the establish- ment of the European Union; the end of apartheid and the election of Nelson Mandela in South Africa; the impact of the Arab Spring in different countries)
Sample questions: “What are some factors that contributed to the rise of the Taliban in Afghanistan?” “What criteria would you use to rank the consequences of the transfer of Hong Kong to China?”
E2. Communities, Conflict, and Cooperation
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
E2.1 describe some key conflicts in two or more regions of the world during this period, and analyse their impact (e.g., with reference to the First and Second Gulf Wars; ethnic conflict in the formerYugoslavia or Rwanda; the terrorist attacks of September 11, 2001; the war in Darfur; civil wars in Colombia, Lebanon, or Sierra Leone; the War on Terror; the government crackdown on Arab Spring protests; the Zapatistas and drug wars in Mexico)
Sample questions: “What impact did 9/11 have on both the United States and the rest of the world?” “What role have blood diamonds
and conflict oil played in financing war and corruption during this period?”
E2.2 analyse some measures taken to enforce
or maintain peace during this period, and assess their effectiveness (e.g., with reference to peacekeeping missions in Somalia, Kosovo, the Democratic Republic of Congo, Afghanistan; the Good Friday Agreement; measures to contain piracy in the Indian Ocean; internationally supervised elections; international aid)
Sample questions: “What types of circumstances led the UN to authorize peacekeeping forces during this period? What criteria might you use to evaluate the effectiveness of some UN peacekeeping missions that took place during this time?”
E2.3 analyse the role and assess the effectiveness of some key intergovernmental organizations in the global community during this period (e.g., the UN, NATO, the G8 and G20, the European Union, the African Union, the Union of South American Nations, Asia-Pacific Economic Cooperation, the Association of Caribbean States, the WTO, the World Bank, the Intergovernmental Panel on Climate Change)
Sample questions: “Why have G8 and G20 conferences often been met with hostility and protests?” “How effective has the UN been
in contributing to global cooperation in this period? How would you evaluate its effectiveness compared to earlier intergovernmental efforts such as the League of Nations?”
E3. Identity, Citizenship, and Heritage
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
E3.1 explain how various factors have impeded socio-economic development in two or more regions of the world during this period (e.g., political and corporate corruption, foreign ownership/ control of natural resources, deindustrialization, foreign debt, literacy rates, lack of capital or infra- structure, colonial legacies, the AIDS pandemic, drought and famine, civil war), and explain their impact on different groups
Sample questions: “In what ways have multi- national corporations influenced the policies of some countries during this period? What impact have these policies had on people’s lives?”
E3.2 assess the contributions of some individuals and organizations from two or more regions
of the world to political and/or social change during this period (e.g., Osama bin Laden, George W. Bush, Hugo Chavez, the Dalai Lama, Phil Fontaine, Stephen Lewis, Wangari Maathai, Nelson Mandela, Ken Saro-Wiwa, Jody Williams; Doctors without Borders, Free the Children, Greenpeace, Oxfam, War Child)
Sample question: “How successful do you think organizations like OneXOne or large mass media relief concerts have been in increasing awareness among youth about social/political problems facing the world and the need for social change?”
E3.3 describe some ways in which communities, including the international community, have addressed human rights abuses during this period (e.g., through truth and reconciliation commissions in South Africa, Argentina, Canada; the International Court of Justice; international criminal tribunals for Rwanda and the former
Yugoslavia; the Special Court for Sierra Leone; the creation of the International Criminal Court; government apologies for past violations of human rights)
Sample questions: “What is the role of the International Criminal Court with respect to
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