Page 400 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
C1. Social, Economic, and Political Context: analyse key social, economic, and political issues, trends, and/or developments in various regions of the world between 1650 and 1789 (FOCUS ON: Cause and Consequence; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse interactions between different groups in various regions of the world from 1650 to 1789 and how various forces/factors affected those interactions (FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Identity, Citizenship, and Heritage: analyse how political, social, economic, religious, and cultural ideas and practices in various regions of the world between 1650 and 1789 contributed to the development of identity, citizenship, and/or heritage (FOCUS ON: Historical Significance; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Context
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
C1.1 analyse a variety of key social issues, events, and/or developments during this period, with a particular focus on how they were similar to or different from those in earlier times (e.g., with reference to population growth and urbanization, beginnings of consumer culture, ideas related to
the Enlightenment, changes in the roles and status of women, developments in class/caste structures, changes in feudal societies)
Sample questions: “What challenges were beginning to be levelled at dominant ideas about the roles of women in some societies during this period? Why do you think these ideas developed at this time? How were these ideas, and challenges to them, reflected in various social classes?”
C1.2 describe a variety of developments in science and/or technology during this period, and analyse their impact (e.g., with reference to the mercury thermometer, the Fahrenheit scale, the pendulum clock, navigational tools such as the sextant and marine chronometer, the spinning jenny, the flying shuttle, improvements to the steam engine; the work of Isaac Newton, James Watt, or Antonie van Leeuwenhoek)
Sample questions: “In what ways was the work of Newton based on previous ideas and findings? In what ways did it result in significant changes to scientific thought? Which of his ideas/findings had the greatest impact on society at this time? How enduring were these ideas?” “How might a family’s quality of life have been affected by technological advances during this time period? How might the impact have varied, depending on region and/or social class?”
C1.3 analyse some of the causes and consequences of key economic issues, trends, and/or develop- ments in various regions during this period (e.g., the increase in international trade; the ex- ploitation of colonial resources and its consequences for colonies and imperial powers; changes to the traditional economies of colonized peoples; the economic and social impact of the transatlantic and Arab slave trade; changes in agricultural practices and the beginnings of industrialization in Britain)
Sample questions: “What factors led to the Dutch being among the preeminent powers in trade, finance, and banking during this period?” “How did the establishment and growth of the Hudson’s Bay Company change the lives of some Aboriginal peoples in North America?”
C1.4 explain why political systems in some societies changed during this period while those in other societies remained the same (e.g., with reference to new social and political ideas in Enlightenment Europe and the colonial United States; isolationist policies and the consolidation of a centralized
C. THE WORLD, 1650–1789 OVERALL EXPECTATIONS
By the end of this course, students will:
398