Page 403 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

D. THE WORLD, 1789–1900 OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Social, Economic, and Political Context: analyse the impact of key social, economic, and political issues, trends, and/or developments in various regions of the world between 1789 and 1900 (FOCUS ON: Historical Significance; Cause and Consequence)
D2. Communities, Conflict, and Cooperation: assess how war, revolution, reform, and other forces affected societies in various regions of the world between 1789 and 1900 (FOCUS ON: Historical Significance; Continuity and Change)
D3. Identity, Citizenship, and Heritage: analyse how new ideas and other cultural, social, and political developments affected the development of identity, citizenship, and/or heritage in societies in various regions of the world between 1789 and 1900 (FOCUS ON: Continuity and Change; Historical Perspective)
SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
D1.1 explain some of the causes and consequences of key social developments and/or trends in various regions during this period (e.g., with reference to industrialization, urbanization, immi- gration, diaspora populations, famine, slavery, families, the employment of women and children in factories, new social or scientific thought)
Sample questions: “Why did urbanization increase during this period? What were its social and/or environmental consequences? What was life like for different classes in an industrial town?” “What were the short- and long-term effects of the Irish famine?”
D1.2 describe a variety of developments/achieve- ments in science and/or technology during
this period, and assess their impact on various societies (e.g., with reference to vaccinations for smallpox and other diseases, pasteurization, the stethoscope, still and motion cameras, the telegraph, the Braille writing system, the cotton gin, the sewing machine, the typewriter, dynamite, the steam- powered rotary engine, the diesel-fuelled combustion engine; the publication of Darwin’s The Origin of
Species; architectural or engineering achievements such as the Crystal Palace, the Eiffel Tower, or the Suez Canal)
Sample questions: “What were some key medical developments during this period? Who did they affect? Why were they important?” “How did some technological developments change the way many people worked during this period?” “What impact did the discovery
that disease could be spread by water have
on waste-treatment technologies? What impact did these developments have on people’s lives? How did the impact vary by region and/or social class?”
D1.3 analyse key economic events, issues, and/or developments in various regions during this period, with a particular focus on the Industrial Revolution, and assess their impact (e.g., with reference to the rise of capitalism and laissez-faire economics, particularly in the West; the growth of the middle class in industrializing countries; the formation of trade unions and/or cooperatives in response to working conditions in factories; changes in trade patterns; economic exploitation of colonies; economic protectionism and reciprocity)
Sample questions: “What were some of the intended and unintended consequences of the Industrial Revolution?” “Why did some countries industrialize during this period while others did not?” “What effects did the growing demand
THE WORLD, 1789–1900
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World History since the Fifteenth Century
CHY4U