Page 422 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
D1. Social, Economic, and Political Context: explain the impact of some key social, economic, and political developments in different regions between 1789 and 1900, with a particular emphasis on the Industrial Revolution (FOCUS ON: Historical Significance; Cause and Consequence)
D2. Community, Conflict, and Cooperation: explain how war, revolution, reform, and other forces affected societies in different regions of the world between 1789 and 1900 (FOCUS ON: Cause and Consequence; Continuity and Change)
D3. Identity, Citizenship, and Heritage: explain how nationalism, immigration, and the contributions of some key political and cultural figures affected the development of identity, citizenship, and/or heritage in different regions of the world between 1789 and 1900 (FOCUS ON: Historical Significance; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
D1.1 identify some specific developments that were fundamental to the Industrial Revolution (e.g., the development of new technologies, the availability of capital for investment, the availability of natural and human resources), and explain some key social, economic, and political conse- quences of large-scale industrialization during this period (e.g., growth of the middle class, population increase in Britain, urbanization, the employment of women and children in factories, the formation of labour organizations, pollution, anti-union legislation, laws regulating work)
Sample questions: “How did the Industrial Revolution contribute to the development of single-industry towns? How did these towns affect the townspeople and the surrounding population?” “What role did industrialization play in the development of transportation routes in United States and Canada? Why were these routes so important to those countries?” “What was life like for a child working in a factory during this period?” “What were the environmental effects of industrialization?”
D1.2 describe some major developments/achieve- ments in science and/or technology during this period, and explain their significance for various groups (e.g., with reference to a vaccination for smallpox, pasteurization, cameras, the telegraph, the cotton gin, the sewing machine, steam trains, dynamite; engineering achievements such as the Crystal Palace, the Eiffel Tower, or the Suez Canal)
Sample questions: “Why were technological advances relating to trains and canal building so important to Canada? Who benefited from the construction of the Canadian Pacific Railway or from the various canal systems in southern Ontario? What impact did these large construction projects have on different groups in Canada?” “How did technology change the way some people worked in large-scale infra- structure projects during this period?” “What impact did medical developments in anaesthesia and antiseptics have on people’s lives?”
D1.3 identify some key political events and/or developments in different regions during this period, and analyse their impact (e.g., with reference to the Congress of Vienna, the Continental System, the unification of Italy and Germany,
the abolition of slavery in many regions and the emancipation of serfs in Russia, the Scramble for Africa)
Sample questions: “What were the political and economic conditions that led to the Treaty of Nanking? How did it affect Chinese-British
D. THE WORLD, 1789–1900 OVERALL EXPECTATIONS
By the end of this course, students will:
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