Page 397 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B. THE WORLD, 1450–1650 OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Social, Economic, and Political Context: analyse key aspects of social, economic, and political systems and structures in various regions of the world between 1450 and 1650 (FOCUS ON: Historical Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse relations between different groups in various regions of the world from 1450 to 1650 and how various factors affected these relations (FOCUS ON: Cause and Consequence; Continuity and Change)
B3. Identity,Citizenship,andHeritage:analyse,withreferencetothecontributionsofspecificindividuals, ways in which ideas, values, and artistic production affected the development of identity, citizenship, and/or heritage in various societies between 1450 and 1650 (FOCUS ON: Historical Significance; Cause and Consequence)
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B1.1 analyse the roles, status, and contributions of a variety of groups in societies in various regions of the world during this period (e.g., with reference to women, men, children, serfs, slaves, farmers, merchants, artisans, people in different classes or castes, aristocrats, nobility, the poor, people with religious/spiritual roles)
Sample questions: “What role did eunuchs have during the Ming Dynasty? What was
the significance of this role? What does their increasing power reveal about Chinese society during this time?” “What are some ways in which oppressed or subservient groups in various societies struggled against their status or treatment?”
B1.2 describe a variety of developments in science and/or technology during this period, and assess their impact on different groups in various regions (e.g., with reference to the printing press; the telescope; the popularization of the lateen sail; the caravel; developments in compasses, cartography, shipbuilding, armaments, torture devices; the work of Galileo, Johannes Kepler, or William Harvey)
Sample questions: “What criteria would you use to determine the most important scientific
advances during this period? Would the answer change depending on which region you were investigating? Would you be able to apply the same criteria to assess the significance for every region, or for all people in a region? Why or why not?”
B1.3 analyse key similarities and differences between economic systems in various societies during this period (e.g., feudal, market, capitalist, and/or mercantile systems; the economies of colonies, imperial powers, agricultural societies)
Sample questions: “Which societies expanded their foreign trade during this period? Who benefited from such expansion? How were different groups within these societies affected by the expansion of trade? Which societies were relatively isolated from trade with other countries/regions?” “What were the main differences between the economies of an imperial power and its colonies during this period?”
B1.4 describe political systems and structures in various societies during this period and explain how they functioned (e.g., with reference to the structures associated with monarchies, tsardoms, shogunates, sultanates, and/or imperial, tribal, or theocratic governments)
Sample questions: “What structures were in place to support the rule of a shogun? What impact did they have on Japanese politics and society?”
THE WORLD, 1450–1650
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World History since the Fifteenth Century
CHY4U