Page 416 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
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)
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)
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)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B1.1 describe the roles of various groups in some societies in different regions of the world during this period (e.g., women, men, children, serfs, slaves, farmers, merchants, artisans, mandarins, aristocrats, people in religious orders or who had spiritual roles), and explain how these roles affected people’s daily lives and contributed
to the functioning of these societies
Sample questions: “What was life like for a farm family during this period? What were their living conditions? What was their diet? What was the division of labour? How did they market their surplus, if any? Were the lives of farm families the same in all societies?”
B1.2 describe some significant developments in science and/or technology during this period, and analyse their impact (e.g., with reference to the printing press, the telescope, innovations that improved navigation, developments in cartography)
Sample questions: “What contribution did advances in shipbuilding and navigation make to European exploration during this time?” “What criteria would you use to determine which technological or scientific advance was the most significant during this period? Are
there some developments that you think are more significant now than they seemed to be at the time?”
B1.3 describe key aspects of economic systems in some societies in different regions during this period (e.g., feudal, capitalist, or mercantile systems; the economies of colonies and imperial powers), and analyse their impact on people’s lives
(e.g., with respect to the lives of people working
on a feudal manor, indigenous people harvesting natural resources for an imperial power, merchants
engaged in international trade, small artisanal producers)
Sample questions: “How did the rise of mercantilism and the resulting increase in international trade affect the lives of people
in different societies? How did shifts in trade affect different groups within this particular society? Who benefited the most from an increase in foreign trade?” “What criteria would you use to rank the impact of the growth of the merchant class during this period?” “What was the significance of the emergence of wage labour in China during the Ming Dynasty?”
B1.4 describe political systems in some societies in different parts of the world during this period, highlighting key similarities and differences
in those systems (e.g., governments headed by
a monarch, emperor, tsar, shogun, sultan, chief)
Sample questions: “What are some of the key similarities and differences in the political structures of the Aztec, Mughal, and Chinese
B. THE WORLD, 1450–1650 OVERALL EXPECTATIONS
By the end of this course, students will:
414