Page 423 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

relations? How did it affect the Nanking region?” “What impact did the Berlin Conference have on Africa and Africans?” “What impact did
the abolition of slavery in the United States or serfdom in Russia have on the lives of former slaves or serfs? How do these events continue to have an impact on specific regions of the world today?”
D2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
D2.1 describe key rebellions and revolutions in different societies during this period, and analyse whether they achieved their goals (e.g., with reference to the French Revolution, the Satsuma Rebellion, the Taiping Rebellion, the Haitian Revolution, the North-West Rebellion)
Sample questions: “Is it fair to call the French Revolution a turning point in western European history? Why or why not?” “To what degree did the Rebellions in Upper and Lower Canada achieve their goals?”
D2.2 describe key issues underlying some significant wars in different regions during this period (e.g., the Napoleonic Wars, the War of 1812, the Opium Wars, the Boshin War, the Anglo-Zulu Wars, the Sino-Japanese War, the American Civil War, the Franco-Prussian War, the War of the Pacific, the Boer Wars)
Sample question: “In what ways did the Greek War of Independence signal a time of change for the Ottoman Empire as well as for Russia?”
D2.3 identify some reform movements that developed during this period, and explain their goals (e.g., with reference to labour, abolitionist, suffrage, women’s rights, or nationalist movements; movements for public education or child welfare)
Sample questions: “What were some of the social conditions in industrial countries that contributed to the movement for public educa- tion? What was the original intent of a public school system? Has that intent changed over time? How was public education addressed in different regions of the world?”
D2.4 explain key issues and/or developments relating to religion/spirituality in different societies during this period (e.g., with reference to the relationships and conflicts that emerged between Hinduism, Islam, and Christianity in
India; Christian missionaries and Zulus in South Africa; Catholicism in South America; the division created by the Japanese government between Shinto and Buddhism)
Sample questions: “What role did religion play in some social or political reform movements during this period?” “What are some ways in which the dominant and minority religions
in the same society or region influenced each other? What impact did this influence have on practices, beliefs, and values? How did people in these societies navigate conflicting values?”
D2.5 describe gender roles and relations in different societies during this period and ways in which such roles/relations were being challenged or reinforced (e.g., with reference to the ideas of Mary Wollstonecraft, John Stuart Mill, and/or Sojourner Truth; the women’s suffrage movement; legal or social restrictions on women and how they were being challenged in some societies; ryosai kenbo)
Sample questions: “What were the goals of the women’s suffrage movement? Were suffragists organizing on behalf of all women?” “Why was the role of women in society being questioned and challenged in many parts of the world during this period?”
D3. Identity, Citizenship, Heritage
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
D3.1 explain the impact of nationalism in different regions during this period (e.g., with reference to the unification of Italy and Germany, the struggle for independence in Cuba or the Philippines, the independence of Greece and Serbia and continuing decline of the Ottoman Empire, the formation of the Indian National Congress)
Sample questions: “What differences were there in the beliefs and goals of German and Indian nationalists? How might you account for these differences?”
D3.2 describe key trends in global immigration during this period (e.g., sources and destinations of immigrants; types of immigrants preferred by receiving countries; the immigration of labourers, including the forced migration of slaves), and explain the significance of immigration for identity, citizenship, and/or heritage
Sample questions: “What criteria would you use to rank the factors that pushed people to emigrate during this period? How would you change the criteria to rank factors that affected
THE WORLD, 1789–1900
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World History since the Fifteenth Century
CHY4C