Page 435 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

intellectual activity in medieval Islam, monastic orders as guardians of education/literacy in Europe during the early Middle Ages, the role of apprenticeships and guilds)
Sample questions: “What did an apprenticeship entail during this period? What role did guilds play in the training of apprentices? What impact did these guilds have?” “Who was likely to
be literate during this period? What were the implications of being literate or illiterate? How did these implications vary depending on the social group to which one belonged?”
B1.4 explain some ways in which environmental factors affected people in selected societies during this period (e.g., the importance of bodies of water in settlement and transportation; natural defences such as deserts or mountains; the impact on agriculture of annual flooding in the Fertile Crescent; deforestation in Sumer; the role of natural resources in economic development; famine caused by drought or pests; disease spread by insects; the use of local materials in artistic/artisanal production)
Sample questions: “What role did competition for natural resources play in the history of some societies during this period?” “How did the bubonic plague spread from Asia to Europe? What impact did the plague have at the global level?” “How does the rock art found in the Tassili n’Ajjer region of the southeastern Sahara help us understand how people adapted to a region that was slowly turning into a desert?”
B1.5 describe different types of human dwellings during this period, and explain how they reflected the societies that produced them
(e.g., prehistoric cave dwellings, Roman tenements, forts and villas, peasant farm houses, dwellings of nomadic peoples, Wendat longhouses, housing for wealthy and poor people in early towns and cities)
Sample questions: “In what ways did the various dwellings on a feudal manor reflect the status of the people who lived in them?” “What do traditional dwellings of First Nations or Inuit in North America tell you about the lives of these people, including the natural resources to which they had access?” “What impact did the environment have on how dwellings were built in this society? In what ways are these dwellings different from those in another society that had a different climate and access to different natural resources?”
B2. Politics and Conflict
FOCUS ON: Cause and Consequence; Continuity and Change
By the end of this course, students will:
B2.1 compare how some different societies were governed during this period (e.g., city states, republics, empires, monarchies, chiefdoms, sultanates, papal states, shogunates)
Sample questions: “What were the roles of monarchs, nobles, and knights in medieval Europe? How did they exert control? What were some similarities and differences between such monarchies and Japanese shogunates?”
B2.2 identify some ancient civilizations/empires (e.g., Egypt, Assyria, Greece, Indus Valley civilization, Macedonia, the Roman Empire, or the Qin/Han Empire), and explain some of the reasons for their decline
Sample questions: “How did Han society change over time? How did these changes contribute
to the decline and eventual collapse of the Han dynasty? What criteria would you use to rank the internal and external causes of the collapse?”
B2.3 explain key causes and consequence of some major conflicts, both within and between soci- eties, during this period (e.g., the Peloponnesian, Punic, or Hundred Years’ Wars; the Battles of Actium, Kadesh, Red Cliffs, or Hastings; slave revolts or civil wars in the Roman Empire; the Warring States period in China; Mongol or Viking invasions; the Crusades; the English Peasants’ Revolt)
Sample questions: “What were the consequences of the Battles of Marathon and Thermopylae during the Greco-Persian Wars?” “Why did the Vikings invade Ireland and establish settlements there? Why did the relationship between the High Kings of Ireland and the Vikings change over time?”
B3. Work and Economies
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
B3.1 describe some key aspects of the development of agricultural economies, and explain their significance (e.g., with reference to the transition from hunter/gatherer to settled agricultural societies, the domestication of animals, the development of
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Adventures in World History
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