Page 425 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

E. THE WORLD SINCE 1900 OVERALL EXPECTATIONS
By the end of this course, students will:
E1. Social, Economic, and Political Context: analyse key aspects of dominant social, economic, and political systems in different regions of the world since 1900 (FOCUS ON: Historical Significance; Cause and Consequence)
E2. Communities, Conflict, and Cooperation: describe interactions between various groups since 1900, and explain how key individuals and some social, economic, and political forces have affected those interactions (FOCUS ON: Cause and Consequence; Historical Perspective)
E3. Identity, Citizenship, and Heritage: analyse some key changes in and contributions to identity, citizenship, and heritage in different regions of the world since 1900 (FOCUS ON: Historical Significance; Continuity and Change)
SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political Context
FOCUS ON: Historical Significance; Cause and Consequence
By the end of this course, students will:
E1.1 describe some key social trends and/or developments in different regions of the world during this period, and explain their impact (e.g., with reference to urbanization and/or sub- urbanization; immigrants and refugees; changing social mores; the increasing secularization of some societies and the increasing fundamentalism in others; recreation; labour, peace, civil rights, feminist, or Aboriginal movements)
Sample questions: “What are some significant ways in which social mores have changed during this period? What are some effects of these changes? What are some social mores that have stayed the same? How would you account for this stability?” “What are some factors or issues that led to the birth of the environmental move- ment? How have these factors/issues changed over time? Have any remained constant?”
E1.2 identify some significant developments in science and/or technology during this period (e.g., developments in radio, television, or motion pictures; automobiles; airplanes; military technology such as tanks, machine guns, chemical weapons,
radar, nuclear missiles; medical developments such as new vaccines, drugs, organ transplants; computers or other digital technology), and analyse their impact on people’s lives (e.g., increased life expectancy, changes in work and recreation, casualty rates in wars, privacy issues arising from digital technologies)
Sample questions: “What impact have techno- logical or scientific developments related to agriculture had on farming practices in the past century?” “How has the rise of computers and other digital technology changed the way people work and communicate?” “How have advancements in technology and science had an impact on women in different societies or sectors of society?”
E1.3 describe dominant economic systems and some key economic policies in different regions during this period, and analyse their impact (e.g., with reference to capitalist and communist systems; agricultural and industrial societies; regu- lation and deregulation; economic protectionism and free trade)
Sample questions: “What impact did Mao’s interpretation of communism have on the Chinese economy and society? What were the intended and unintended consequences of Mao’s Great Leap Forward?” “What was the impact of Keynesian economic policies in the second half of the twentieth century?”
THE WORLD SINCE 1900
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World History since the Fifteenth Century
CHY4C