Page 407 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

see between the political orientation of govern- ments and their willingness to regulate or deregulate the economy during this period?”
E1.4 describe forms of government in various countries during this period (e.g., democracy, theocracy, monarchy, autocracy, dictatorship, military junta), and explain the political beliefs and/or ideologies that underpinned them (e.g., anarchism, conservatism, fascism, Nazism, Marxist-Leninism, Maoism, nationalism, neoliberalism, secularism)
Sample questions: “Which political philosophies dominated the twentieth century? What types of government did they inspire?” “What political ideas most influenced the Young Turks? What impact did this group have on the government of the Ottoman Empire and Turkey?” “If Nazi and Marxist-Leninist regimes during this period were at opposite ends of the political spectrum, how might you account for similarities between them?”
E2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
E2.1 explain the main causes and consequences of some major global and regional conflicts during this period (e.g., the Russian Revolution; World War I; World War II; conflicts associated with the Cold War in Europe, Asia, and/or Latin America; the Six Day War; civil war in Spain, China, Congo, Algeria, Cambodia, Sri Lanka, or Sudan; the Gulf Wars; the War on Terror)
Sample questions: “What were the causes of conflict in Vietnam in the 1950s? Why was France initially involved in this conflict? Why did the United States choose to enter the war? What were the consequences of that decision for Vietnam and for the United States?” “What criteria would you use to decide which of the Gulf Wars had the greatest impact on the world?”
E2.2 describe significant developments relating to warfare during this period (e.g., new weapons such as machine guns, tanks, submarines, bombers, atomic bombs, nuclear missiles, drones, landmines; chemical warfare; genocide; war crimes; the role of UN and other international peacekeeping forces), and assess their consequences (e.g., the short- and long-term impact of the dropping of atomic
bombs on Hiroshima and Nagasaki or the use of Agent Orange in Vietnam; civilian casualties from landmines; refugee crises; increasing mortality rates; the creation of the International War Crimes Tribunal)
Sample questions: “If an atomic bomb had not been dropped on Hiroshima, do you think World War II would have ended in the same way? Do you think the arms race would still have occurred?” “What role have chemical weapons played in conflicts during this period?” “What role have child soldiers played during this period?”
E2.3 explain how the actions of some significant individuals and groups contributed to conflicts within and between various countries during this period (e.g., with reference to Idi Amin, Fidel Castro, Francisco Franco, Emperor Hirohito, Adolf Hitler, Ho Chi Minh, Leopold II, Mao Tse-Tung, Augusto Pinochet, Pol Pot, Saddam Hussein, Joseph Stalin; Al-Qaeda, the Central Intelligence Agency, the Irish Republican Army, or the Lord’s Resistance Army)
Sample questions: “What were the main differ- ences in the ways in which early Soviet leaders interpreted Marxism? How were the ideas of Lenin and Trotsky different from those of Stalin? How did this lead to conflict within the Soviet Union? What were the consequences of Stalinism?” “Why was Margaret Thatcher
a divisive force in British society?”
E2.4 analyse some significant interactions between diverse groups during this period, including those characterized by violence and/or depriva- tion of rights as well as those characterized by cooperation (e.g., with reference to segregation in the American South; apartheid in South Africa; residential school systems; the Holocaust, the Holodomor, and/or the Armenian, Rwandan, or Srebrenican genocides; political repression in Chile, El Salvador, Iran, or Zimbabwe; forced labour in Soviet gulags, Nazi concentration camps, or Chinese“re-education camps”; cooperation through international courts of justice, the United Nations, foreign aid)
Sample questions: “What were the causes of the demonstrations in Tiananmen Square? What was the response of the Chinese government? What were its consequences?” “What are some countries that have established truth and recon- ciliations commissions? Why did they establish these commissions? Do you think they were successful? Why or why not?”
THE WORLD SINCE 1900
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World History since the Fifteenth Century
CHY4U