Page 438 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, Workplace Preparation
C1. Society and Community: explain how various social issues, trends, and developments affected the lives of people in two or more societies in different regions of the world and at different times between the fifteenth and nineteenth centuries (FOCUS ON: Historical Significance; Historical Perspective)
C2. PoliticsandConflict:analysetheimpactofvariouspoliticaldevelopments,includingconflictwithin and between countries, on some societies in different regions of the world and at different times between the fifteenth and nineteenth centuries (FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Work and Economies: explain how trade and the work roles of different people contributed to the development of two or more societies in different regions of the world and at different times between the fifteenth and nineteenth centuries (FOCUS ON: Historical Significance; Continuity and Change)
C4. Culture and Heritage: explain the impact of some significant individuals and of various aspects of culture on the development of identity and/or heritage in two or more societies in different regions of the world and at different times between the fifteenth and nineteenth centuries (FOCUS ON: Cause and Consequence; Historical Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Society and Community
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C1.1 identify some significant social developments during this period, and explain how they affected different groups (e.g., changes in the influence or power of social classes; the decline of feudalism; the expansion of the transatlantic slave trade;
European settlement in the“New World”and consequent disruption of indigenous settlements/ cultures; the witch hunts; the growth of cities)
Sample questions: “What impact did colonialism have on the lives of indigenous peoples in North and/or South America? What do European atti- tudes towards and actions affecting indigenous people reveal about the dominant social values of the time?”
C1.2 compare significant aspects of the daily lives of people of different social status during this period (e.g., with reference to the work they did,
their housing, the size of their families, the food they ate, the clothes they wore, whether they were literate, the level of freedom they had, whether they went to school, their recreational pastimes)
Sample questions: “What was life like for a slave living on a plantation in the southern United States or a serf living on a Japanese or European feudal manor? In what ways would the life of a slave or serf be different from that of a member of a wealthy merchant family in Renaissance Italy? Are there any aspects of these people’s lives that would have been similar?”
C1.3 identify some reasons for the growth of cities during this period, and explain some issues and developments associated with their growth (e.g., overcrowding; slums; poor sanitation; the development of shops and services, inns, taverns, public squares, parks, markets)
Sample questions: “What sanitation arrange- ments existed in cities during this period? What impact did poor sanitation have on people’s health? Why did people not understand the
C. THE FIFTEENTH TO THE NINETEENTH CENTURY
OVERALL EXPECTATIONS
By the end of this course, students will:
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