Page 380 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
C1. Setting the Context: analyse various social/cultural, economic, and political events, trends, and/or developments that occurred in or affected Canada between 1774 and 1867, and assess their impact (FOCUS ON: Historical Significance; Continuity and Change)
C2. Interactions and Interdependence: analyse the impact on the development of Canada of various interactions between different groups in Canada, as well as between Canada, Great Britain, and the United States, from 1774 to 1867 (FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Diversity and Citizenship: analyse how various individuals and groups contributed to the social and political development of Canada between 1774 and 1867 and to the evolution of identity and citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Setting the Context
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
C1.1 describe various key social trends and developments in Canada during this period (e.g., increased immigration; the expansion of European settlement and the consequent dislocation of First Nations and Métis people; marriage à la façon du pays; the expansion of First Nations reserves; the migration of francophones to regions outside Quebec; the beginnings of public education; early benevolent societies; the abolition of slavery; the growth of cities; employment of women and children in factories; increasing class and ethnic divisions), and analyse their impact on people in Canada
Sample questions: “What were some key developments that led to changes in First Nations and Métis societies in Canada during this period? What forces or developments tended to support continuity in these societies?” “Do you think English-Canadian society changed to a greater or lesser degree than French- Canadian society during this period?”
C1.2 describe some major technological and/or scientific developments during this period (e.g., steam engines and other transportation-related technologies, mechanization in industry, the tele- graph, the camera), and assess their impact on people living in Canada
Sample questions: “What were some techno- logical developments related to transportation during this period? What was the significance of these developments for Canada and for different people in Canada? Were all regions equally affected by these developments?” “In what ways did technology have an impact on workers in various parts of Canada?”
C1.3 describe some major cultural developments during this period, including contributions of various individuals to Canadian arts and culture (e.g., Frances Brooke, François-Xavier Garneau, Thomas Chandler Haliburton, Paul Kane, Cornelius Krieghoff, Susanna Moodie, Elizabeth Simcoe, Catharine Parr Traill), and assess their impact on the development of heritage and/or identity in Canada
C1.4 describe various key economic trends and developments, including international trends/ developments, that affected Canada during this period (e.g., the rivalry between the North West Company and the Hudson’s Bay Company [HBC], land grants to the HBC, mercantilism, canal and railroad building, the timber trade, the Industrial Revolution, the repeal of the Corn Laws, reciprocity with the United States, the development of craft unions, gold rushes in British Columbia), and assess their impact
Sample questions: “What criteria would you use to rank the societal and economic changes that resulted from the Industrial Revolution?” “Which trend or development would you judge as a key turning point for Canada’s economy
C. CANADA, 1774–1867 OVERALL EXPECTATIONS
By the end of this course, students will:
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