Page 405 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

during this period? What impact did they have on the lives of women?” “When and where did the earliest women’s rights movements develop? What were their goals? How successful were they in achieving these goals?” “What role
did religion play in challenging or reinforcing women’s roles in different societies during
this period?”
D3. Identity, Citizenship, and Heritage
FOCUS ON: Continuity and Change; Historical Perspective
By the end of this course, students will:
D3.1 assess the impact of new social, economic, and/or political ideas on various societies during this period (e.g., with reference to the ideas of Mikhail Bakunin, Karl von Clausewitz, Frederick Douglass, Thomas Malthus, Karl Marx, John Muir, Herbert Spencer, Harriet Taylor and John Stuart Mill, Henry David Thoreau; the Five Charter Oath; Romanticism, Darwinism, liberalism, communism, anarchism)
Sample questions: “What was the basis for social Darwinism? How did these ideas support imperialist expansion in specific regions of the world?” “What were some of the long-term effects of Marx’s ideas?” “What were the ideas behind anarchist movements during this period? What tactics did anarchists use? Do you see any similarities between these tactics and those used by some groups today?”
D3.2 analyse how nationalism affected identity, citizenship, and/or heritage in various regions during this period (e.g., with reference to the Italian Risorgimento; the unification of Germany; independence struggles in Cuba and the Philippines; the independence of Greece and Serbia from the Ottoman Empire; Chinese nationalism and the question of who belongs to the Chinese nation; the Indian National Congress and the idea of Swaraj or self-rule; Pan-Slavism in Russia; the Zionist movement)
Sample questions: “What was the relationship between nationalist movements and citizenship at this time?” “What are some ways in which nationalism from this period continues to have an impact on the world today?”
D3.3 analyse key trends in global immigration during this period (e.g., sources and destinations of immigrants; types of immigrants preferred by
receiving countries; the immigration of Chinese men to work on railways in North America, of South Asians as indentured labourers in East and South Africa, of famine Irish to England and North America; the forced migration of slaves) and the significance of immigration for identity, citizen- ship, and/or heritage
Sample questions: “What are some factors that contributed to people’s decisions to emigrate during this period?” “What countries were
the primary destinations of immigrants in the nineteenth century? What impact did the flow of immigrants have on indigenous peoples
in these countries? On the heritage of these countries? What are some ways in which this heritage is still evident today?” “What develop- ments during this time account for the large Indian population in some regions of Africa?”
D3.4 analyse how various factors influenced artistic expression in different countries during this period (e.g., with reference to music, literature, painting, architecture, theatre, fashion)
Sample questions: “What is the political context of Tchaikovsky’s 1812 Overture? How does this work, or that of other Russian composers at this time, reflect Russian nationalism?” “What was the relationship between the Romantic movement in Western music and literature and social and political changes occurring at this time?” “What impact did Shibata Zeshin or Katsushika Hokusai have on Japanese painting?” “Why was this an important period in Indian music?” “What role did the writer Émile Zola have in the Dreyfus case in France?”
D3.5 explain the role of some key political figures in various societies during this period, and assess their contribution to the development
of identity, citizenship, and/or heritage in those societies (e.g., Muhammad Ahmad, Abd al-Hamid, Otto von Bismarck, Napoleon Bonaparte, Empress Dowager Cixi, Giuseppe Garibaldi, Toussaint L’Ouverture, Louis Riel, Emperor Meiji, Robespierre, Raja Ram Mohan Roy, Maharaja Ranjit Singh, Tecumseh, Queen Victoria)
Sample questions: “What criteria would you use to assess the contributions of Abraham Lincoln to citizenship and heritage in the United States? Why would Americans in the North and slaves in the South likely have had a different view of his accomplishments than white Southerners would have had?”
THE WORLD, 1789–1900
403
World History since the Fifteenth Century
CHY4U