Page 402 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
C3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C3.1 analyse the impact of some significant polit- ical, social, and/or economic ideas or doctrines on identity, citizenship, and/or heritage in various regions during this period (e.g., with reference to rationalism, liberalism, the separation of church and state, the social contract, dynastic absolutism, divine right of kings, mercantilism,
or isolationism; the ideas of Voltaire, John Locke, Jean-Jacques Rousseau, Benjamin Franklin, Adam Smith, Ishida Baigan, or Ando¯ Sho¯eki)
Sample questions: “What impact did the Samurai code have on Japanese society during the Tokugawa shogunate?” “Why were some new political ideas unpopular among established elites during this era? What consequences did some writers face for criticizing the political establishment?” “How did the creation of the United States both challenge and reinforce dominant ideas about the rights of citizens?” “What impact, whether intended or unintended, did the writings of Locke and Rousseau have on attitudes towards indigenous peoples of
the Americas?”
C3.2 analyse the role of religion/spirituality in various societies during this period, including how religion contributed to their identity and heritage (e.g., with reference to indigenous animist religions and people’s relationship with the environment; conflicts between Islam and Hinduism in South Asia; the blending of ideas and beliefs
of Shinto and Buddhism in Japan; interactions between Islam and traditional religions in West Africa; the First Great Awakening in Protestant Europe and colonial North America; Catholic missionaries throughout the world; new sects such as Hasidism or the Quakers; the role of religion/ spirituality in the art, architecture, music, and/or literature of various societies)
Sample questions: “What impact did religion have on government policies in some societies during this period?” “What are some of the major differences in the role of religion in politics and society between this time period and the present day? What examples support your ideas? Are there different patterns in different regions of the world?” “What is the significance of the diaries of Gluckel of Hameln? What do they contribute to our understanding of the lives of Jews in Germany during this time? How typical would Gluckel’s experience have been?”
C3.3 explain how artistic achievements in different societies during this period reflected or chal- lenged notions of identity, citizenship, and/or heritage in those societies (e.g., with reference
to painting, prints and etching, sculpture, music, literature, theatre, or crafts)
Sample questions: “Why is the Siku Quanshu considered such an important collection of books, not just for China but for the world?” “Why was satire an important tool for some European writers during this period?” “What was the significance of Kabuki theatre for Japanese heritage?” “What are some ways
in which theatre, literature, and/or art both reflected and influenced the political climate during this period? How were theatre, literature, and/or art used to reinforce common values? How were they used to resist or challenge dominant values/beliefs?”
C3.4 assess the contribution of some key political figures from different regions of the world to the development of identity, citizenship, and/or heritage in their societies (e.g., Catherine the Great, Frederick the Great, Thomas Jefferson, Louis XIV, Marie Antoinette, Tokugawa Iemitsu, Empress Dowager Xiaozhuang)
Sample questions: “How significant was Peter the Great’s westernization program for Russian heritage?” “What role did First Nations chiefs play in the conflicts that occurred in North America during this time? What impact did this have on North American heritage?”
400