Page 420 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
C2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
C2.1 describe some key conflicts in various regions during this period, and analyse their impact on those regions (e.g., with reference to the impact of the War of the Spanish Succession on ruling elites in Spain and France; conflicts between France and England and their impact on Aboriginal peoples and settlers in North America; the Revolt of the Three Feudatories and its impact on the expansion of China)
Sample questions: “What were the consequences of the Guarani War for the Guarani and the Jesuits in their region?” “What were the main consequences of the American Revolution for the Americans? For the British?”
C2.2 analyse relationships between specific groups within different societies during this period (e.g., between slaves and masters, serfs and lords, monarchs and subjects, colonizers
and colonized people, soldiers and commanders, patriarchs and their family, nobility and royalty, daimyos and shoguns, noble and peasant women, children of nobility and children of servants)
Sample questions: “How did the relationship between serf and lord in feudal France change during this period? What were the consequences of these changes?” “How did the apprenticeship system operate during this period? What
was the relationship between apprentice
and employer?”
C2.3 describe the roles played by different groups in the slave trade during this period (e.g., the roles of slaves; African, Arab, and/or European slave traders; slave owners; religious/spiritual representatives; political figures), and explain
the social conditions that allowed slavery to exist in different regions
Sample questions: “What were the dominant social attitudes and beliefs that underpinned the slave trade during this time? Were they
the same in all countries where slavery existed? If not, how were they different?” “What are some ways in which slaves struggled against their status or treatment?”
C2.4 describe some of the intended and unintended consequences of exploration and colonization
for indigenous people during this period (e.g., the exploitation of people and resources by colonial powers, forced assimilation, religious conversion, disruption of traditional economies, loss of trad- itional cultures, cooperation between indigenous peoples and explorers or traders, intermarriage)
Sample questions: “Why was disease and death a consequence of colonization for many indigenous groups during this period? Is it fair to say this was an intended consequence of contact?”
C3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance
By the end of this course, students will:
C3.1 analyse the role of religion/spirituality in different societies during this period, including how religion/spirituality contributed to identity and/or heritage (e.g., with reference to indigenous spirituality, Hinduism and Islam in South Asia, Shinto and Buddhism in Japan, Islam in Africa; the role of religion in European colonies; Christian proselytization; new denominations; the role of religion/spirituality in the art, music, or architecture of some societies)
Sample questions: “What role did Christianity play in American slave communities? What impact did it have on African-American culture and heritage? Did all slave communities have the same response to Christianity?” “What do temples, synagogues, mosques, and/or churches created during this period tell you about the importance of religion in various societies? How significant are these buildings for the heritage of these societies?”
C3.2 explain how some artistic achievements during this period reflected the societies in which they occurred (e.g., with reference to the transition to using only male actors in Kabuki theatre; the architecture of the Taj Mahal; the satirical writings of Molière or Jonathan Swift; the music of Haydn or Mozart)
Sample questions: “What does the art of the Rococo movement reveal about pre-revolutionary French society?” “What does the use of all-male theatre companies in some societies tell you about social mores during this period?”
C3.3 explain the contributions of some key political figures from different societies to the development of identity, citizenship, and/or
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