Page 426 - 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
E1.4 describe forms of government in different countries during this period (e.g., democracy, theocracy, monarchy, autocracy, dictatorship), and explain how they were influenced by political beliefs and/or ideologies (e.g., anarchism, con- servatism, fascism, liberalism, Maoism, Marxist- Leninism, Nazism)
Sample questions: “In what ways were dictator- ships influenced by right-wing ideologies such as fascism or Nazism different from dictatorships influenced by left-wing ideologies such as Marxist-Leninism or Maoism? In what ways were they the same?” “What were the causes of the Islamic Revolution in Iran? What beliefs influenced the revolutionaries?”
E2. Communities, Conflict, and Cooperation
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
E2.1 describe key causes and consequences of some major global and regional conflicts during this period (e.g., the Russian Revolution; World War I; World War II; conflicts related to the Cold War; the Six Day War; the Gulf Wars; civil wars in Spain, Cambodia, or Rwanda; the War on Terror)
Sample questions: “What were some of the effects of the Cold War for people on both sides of the conflict?” “What have been the long-term consequences of the use of landmines in conflicts around the world?” “What led to the invasion of Iraq in 2003? Why did Canada choose not to participate in this conflict?” “What measures did some individual citizens and/or families take to protect their financial assets during global and/or regional conflicts during this period?”
E2.2 explain how the actions of some significant individuals and groups contributed to conflicts in different countries and/or regions during this period (e.g., with reference to Idi Amin, Fidel Castro, Adolf Hitler, Ho Chi Minh, Emperor Hirohito, Leopold II, Mao Tse-Tung, Saddam Hussein, or Joseph Stalin; Al-Qaeda, the Irish Republican
Army, or the Central Intelligence Agency)
Sample questions: “How did the policies of Margaret Thatcher contribute to social, economic, and political unrest in Great Britain?” “What was the Dirty War? How did some Argentinian leaders contribute to this conflict?”
E2.3 describe some significant interactions between diverse groups during this period, including those characterized by violence and/or depriva- tion of rights and those characterized by cooperation (e.g., with reference to genocides, including the Holocaust, the Holodomor, and/or the Armenian, the Rwandan, or Srebrenican genocide; racial segregation; political repression, in Chile, China, the Soviet Union, or Syria; international tribunals and courts of justice; the United Nations and other intergovernmental organizations; truth and reconciliation commissions; international sporting events; trade agreements)
Sample questions: “What social attitudes and beliefs were reflected in South African apartheid and segregation in the American South? What were the reasons behind this institutionalized racism? How was it brought to an end?”
E2.4 explain some significant developments related to colonization, decolonization, and globalization during this period, with a focus on the impact of these developments on differ- ent groups or societies (e.g., with reference to continuing imperial/economic interests in Africa and Asia; atrocities in the Belgian Congo; colonies’ struggle for political independence; multinational corporations and foreign investment; economic and cultural imperialism; international peacekeeping; the Kyoto Protocol; cultural exchange)
Sample questions: “Is the idea of a ‘global village’ a global idea or a Western one? Who has benefited from the policies that support a global village? Who has lost or stands to lose the most?” “What have been the intended and unintended consequences of decolonization for some countries? In what ways are some countries and regions continuing to pay the price, economically and culturally, for having been colonized by European powers?”
E3. Identity, Citizenship, and Heritage
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
E3.1 assess the contributions of some individuals and groups to the evolution of human rights
in different regions during this period (e.g., Mohandas Ghandi, Hu Jia, Martin Luther King Jr., Stephen Lewis, Oscar Romero, Eleanor Roosevelt, Aung San Suu Kyi, Mother Teresa, Desmond Tutu;
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