Page 412 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
Overall Expectations and Related Concepts of Historical Thinking
Big Ideas*
Framing Questions*
B. The World, 1450–1650
B1. Social, Economic, and Political Context: analyse
key aspects of social, economic, and political systems in some societies in different regions of the world between 1450 and 1650 (FOCUS ON: Historical Significance; Historical Perspective)
Various social, political, and economic changes during this time had a lasting impact on different societies .
How do we know what we know about the people who lived during this time?
What does the art and architecture of different societies tell us about values and beliefs in these societies?
How did trade and technologies contribute to change during this period?
B2. Communities, Conflict, and Cooperation: analyse how various factors affected interactions between groups in different regions of the world from 1450 to 1650 and how these interactions affected people’s lives (FOCUS ON: Cause and Consequence; Historical Perspective)
The development of new trade and political relationships had an impact on the lives of people around the world .
B3. Identity, Citizenship, and Heritage: explain how some social, cultural, and political institutions and achievements contributed to the development of identity, citizenship, and/or heritage in different societies between 1450 and 1650 (FOCUS ON: Cause and Consequence; Continuity and Change)
Different societies had distinct social codes and cultures that shaped the lives of people in those societies .
C. The World, 1650–1789
C1. Social, Economic, and Political Context: analyse
the impact of some key social, economic, and political developments in different regions of the world between 1650 and 1789 (FOCUS ON: Historical Significance; Continuity and Change)
Increased trade and colonization during this period helped change demographic patterns .
How did science contribute to change during this period?
What were the short- and long-term consequences of exploration and empire building for indigenous peoples around the world?
How did colonial policies help shape events and developments around the world at this time? How do they continue to play a role in the world today?
C2. Communities, Conflict, and Cooperation: analyse various types of interactions between different groups from 1650 to 1789 and some forces that affected these interactions (FOCUS ON: Cause and Consequence; Historical Perspective)
The building of commercial and political empires had an impact on relationships within and between various countries .
C3. Identity, Citizenship, and Heritage: explain how some political, cultural, and religious developments contributed to identity, citizenship, and/or heritage in different regions of the world between 1650 and 1789 (FOCUS ON: Historical Significance)
Religion, art, and architecture had an impact on the identity of countries and empires around the world .
Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B–E.
Strands B–E
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
* See page 17 for a discussion of the purpose of big ideas and framing questions.
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