REVISED

2015
The Ontario Curriculum
Grades 11 and 12

Canadian and
World Studies
ECONOMICS • GEOGRAPHY • HISTORY • LAW • POLITICS
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CONTENTS
PREFACE 5
Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Supporting Students’ Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

INTRODUCTION 8
The Vision and Goals of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . 8
The Importance of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . 11
The Citizenship Education Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Concepts Underlying the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . 16
Roles and Responsibilities in the Canadian and World Studies Program. . . . . . . . . . . . . . . 18

THE PROGRAM IN CANADIAN AND WORLD STUDIES 22

Overview of the Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Strands in the Canadian and World Studies Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
The Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Spatial Skills: Using Maps, Globes, and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 35

Basic Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
The Achievement Chart for Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN

AND WORLD STUDIES 44
Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Planning Canadian and World Studies Programs for Students with Special
Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Program Considerations for English Language Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Une publication équivalente est disponible en français sous le titre

suivant : Le curriculum de l’Ontario – 11e et 12e année – Études canadiennes
et mondiales, 2015

This publication is available on the Ministry of Education website,

at www.ontario.ca/edu
 Environmental Education and Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Healthy Relationships and Canadian and World Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Equity and Inclusive Education in the Canadian and World Studies Program . . . . . . . . . . 54
Financial Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Literacy, Mathematical Literacy, and Inquiry Skills in Canadian and World Studies. . . . . 57
Critical Thinking and Critical Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . 58
The Role of the School Library in the Canadian and World Studies Program. . . . . . . . . . . 60
The Role of Information and Communications Technology in the Canadian
and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
The Ontario Skills Passport: Making Learning Relevant and Building Skills. . . . . . . . . . . . . 62
Education and Career/Life Planning through the Canadian and World Studies
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . . . . . . . . 64
Planning Program Pathways and Programs Leading to a Specialist High Skills Major. . . . . 64
Health and Safety in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . . 65
Ethics in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

COURSES 67
ECONOMICS 69
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
The Concepts of Economic Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
The Economic Inquiry Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

The Individual and the Economy, Grade 11, University/College Preparation (CIE3M). . . 75
Analysing Current Economic Issues, Grade 12, University Preparation (CIA4U). . . . . . . . . 91
Making Personal Economic Choices, Grade 12, Workplace Preparation (CIC4E) . . . . . . . 107

GEOGRAPHY 123
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
The Concepts of Geographic Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
The Geographic Inquiry Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Regional Geography, Grade 11, University/College Preparation (CGD3M) . . . . . . . . . . . . 129

Forces of Nature: Physical Processes and Disasters, Grade 11, University/College
Preparation (CGF3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Travel and Tourism: A Geographic Perspective, Grade 11, Open (CGG3O) . . . . . . . . . . . . 161
Introduction to Spatial Technologies, Grade 11, Open (CGT3O). . . . . . . . . . . . . . . . . . . . . . 177
World Issues: A Geographic Analysis, Grade 12, University Preparation (CGW4U) . . . . . 193
World Geography: Urban Patterns and Population Issues, Grade 12,
University/College Preparation (CGU4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
The Environment and Resource Management, Grade 12, University/College
Preparation (CGR4M). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Spatial Technologies in Action, Grade 12, University/College Preparation, (CGO4M). . . . 245

2
World Issues: A Geographic Analysis, Grade 12, College Preparation (CGW4C). . . . . . . . 261
Living in a Sustainable World, Grade 12, Workplace Preparation (CGR4E) . . . . . . . . . . 279

HISTORY 293
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
The Concepts of Historical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
The Historical Inquiry Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

American History, Grade 11, University Preparation (CHA3U) . . . . . . . . . . . . . . . . . . . . . . . . 299

World History to the End of the Fifteenth Century, Grade 11, University/College
Preparation (CHW3M). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Origins and Citizenship: The History of a Canadian Ethnic Group, Grade 11,
Open (CHE3O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
World History since 1900: Global and Regional Interactions, Grade 11, Open (CHT3O) . . . . 351
Canada: History, Identity, and Culture, Grade 12, University Preparation (CHI4U). . . . . . . 369
World History since the Fifteenth Century, Grade 12, University Preparation (CHY4U). . . . . 389
World History since the Fifteenth Century, Grade 12, College Preparation (CHY4C). . . . . 409
Adventures in World History, Grade 12, Workplace Preparation (CHM4E). . . . . . . . . . . . . 427

LAW 443
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
The Concepts of Legal Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
The Inquiry Process in Legal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446

Understanding Canadian Law, Grade 11, University/College Preparation (CLU3M). . . . . 449

Understanding Canadian Law in Everyday Life, Grade 11, Workplace Preparation
(CLU3E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Canadian and International Law, Grade 12, University Preparation (CLN4U). . . . . . . . . . 477
Legal Studies, Grade 12, College Preparation (CLN4C). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493

POLITICS 507
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507
The Concepts of Political Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508
The Political Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510

Politics in Action: Making Change, Grade 11, Open (CPC3O). . . . . . . . . . . . . . . . . . . . . . . 513

Canadian and International Politics, Grade 12, University Preparation (CPW4U) . . . . . . 527

APPENDICES 543
A. The Goals of Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
B. The Citizenship Education Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
C. Map, Globe, and Graphing Skills – A Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546

GLOSSARY 555
3
PREFACE
This document replaces The Ontario Curriculum, Grades 11 and 12: Canadian and World
Studies, 2005. Beginning in September 2015, all Canadian and world studies courses for
Grades 11 and 12 will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving
individual students the opportunity to choose programs that suit their skills and interests.
The updated Ontario curriculum, in combination with a broader range of learning options
outside traditional classroom instruction, will enable students to better customize their
high school education and improve their prospects for success in school and in life.

The revised curriculum recognizes that, today and in the future, students need to be critically
literate in order to synthesize information, make informed decisions, communicate effectively,
and thrive in an ever-changing global community. It is important that students be connected
to the curriculum; that they see themselves in what is taught, how it is taught, and how
it applies to the world at large. The curriculum recognizes that the needs of learners are
diverse, and helps all learners develop the knowledge, skills, and perspectives they need
to be informed, productive, caring, responsible, healthy, and active citizens in their own
communities and in the world.

SUPPORTING STUDENTS’ WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to
reach their full potential, is a priority for educators across Ontario. Students’ health and
well-being contribute to their ability to learn in all disciplines, including Canadian and
world studies, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth’s well-being by creating,
fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and
accepting. A learning environment of this kind will support not only students’ cognitive,
emotional, social, and physical development but also their mental health, their resilience,
and their overall state of well-being. All this will help them achieve their full potential in
school and in life.

A variety of factors, known as the “determinants of health”, have been shown to affect
a person’s overall state of well-being. Some of these are income, education and literacy,
gender and culture, physical and social environment, personal health practices and coping
skills, and availability of health services. Together, such factors influence not only whether
a person is physically healthy but also the extent to which he or she will have the physical,
social, and personal resources needed to cope and to identify and achieve personal

5
 aspirations. These factors also have an impact on student learning, and it is important
to be aware of them as factors contributing to a student’s performance.

An educator’s awareness of and responsiveness to students’ cognitive, emotional, social,

and physical development is critical to their success in school. A number of research-
based frameworks, including those described in Early Learning for Every Child Today:
A Framework for Ontario Early Childhood Settings (2007) and Stepping Stones: A Resource
on Youth Development (2012),1 identify developmental stages that are common to the
majority of students from Kindergarten to Grade 12. At the same time, these frameworks
recognize that individual differences, as well as differences in life experiences and exposure
to opportunities, can affect development, and that developmental events are not specifically
age-dependent.

The framework described in Stepping Stones is based on a model that illustrates the
complexity of human development. Its components – the cognitive, emotional, physical,
and social domains – are interrelated and interdependent, and all are subject to the
influence of a person’s environment or context. At the centre is an “enduring (yet
changing) core” – a sense of self, or spirit – that connects the different aspects of
development and experience (p. 17).
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Source: Stepping Stones: A Resource on Youth Development, p. 17

Educators who have an awareness of a student’s development take each component into
account, with an understanding of and focus on the following elements:
• cognitive development – brain development, processing and reasoning skills, use
of strategies for learning
• emotional development – emotional regulation, empathy, motivation
• social development – self-development (self-concept, self-efficacy, self-esteem);
identity formation (gender identity, social group identity, spiritual identity);
relationships (peer, family, romantic)
• physical development – physical activity, sleep patterns, changes that come with
puberty, body image, nutritional requirements

1. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario
Early Childhood Settings (2007) is available at www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf,
and Government of Ontario, Stepping Stones: A Resource on Youth Development (2012) is available at
www.children.gov.on.ca/htdocs/English/topics/youthopportunities/steppingstones/youth_policy.aspx.

6
The Role of Mental Health
Mental health touches all components of development. Mental health is much more than
the absence of mental illness. Well-being is influenced not only by the absence of problems
and risks but by the presence of factors that contribute to healthy growth and development.
By nurturing and supporting students’ strengths and assets, educators help promote
positive mental health in the classroom. At the same time, they can identify students
who need additional support and connect them with the appropriate services.2

What happens at school can have a significant influence on a student’s well-being. With
a broader awareness of mental health, educators can plan instructional strategies that
contribute to a supportive classroom climate for learning in all subject areas, build awareness
of mental health, and reduce stigma associated with mental illness. Taking students’
well-being, including their mental health, into account when planning instructional
approaches helps establish a strong foundation for learning.

PREFACE

2. See the ministry document Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and
Well-being (2013).

7
 INTRODUCTION
THE VISION AND GOALS OF THE CANADIAN AND WORLD STUDIES CURRICULUM
The Grade 9 to 12 Canadian and world studies curriculum shares a common vision with
the Grade 1 to 8 social studies, history, and geography curriculum. That vision and the
goals of the elementary and secondary program are as follows:

Vision and Goals for Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8; and
Canadian and World Studies, Grades 9 to 12

Vision
The social studies, history, geography, and Canadian and world studies programs will enable students
to become responsible, active citizens within the diverse communities to which they belong. As well
as becoming critically thoughtful and informed citizens who value an inclusive society, students will
have the skills they need to solve problems and communicate ideas and decisions about significant
developments, events, and issues.

Goals
In social studies, history, and geography, and all the subjects in Canadian and world studies, students
realize the vision for the program as they:
• develop the ability to use the “concepts of disciplinary thinking” to investigate issues, events, and
developments;
• develop the ability to determine and apply appropriate criteria to evaluate information and evidence
and to make judgements;
• develop skills and personal attributes that are needed for discipline-specific inquiry and that can be
transferred to other areas in life;
• build collaborative and cooperative working relationships;
• use appropriate technology as a tool to help them gather and analyse information, solve problems,
and communicate.

The chart on the next page outlines how students will achieve the goals in the individual
subjects of the Grade 11 and 12 Canadian and world studies curriculum – economics,
geography, history, law, and politics3 – and how these subjects will prepare them to
realize the vision of the program.

3. The goals for history and geography in the secondary Canadian and world studies curriculum are the same
as those for history and geography in the elementary curriculum. The goals for social studies in the elementary
curriculum can be found in Appendix A on page 543.

8
Goals of Economics – Goals of Goals of History – Goals of Law – Goals of Politics –
Developing a sense of Geography – Developing a sense Developing a sense Developing a sense
value Developing a sense of time of fairness and of responsibility
of place justice
What do we value? Who are we? Who Where do I belong?
How do we determine What is where, why came before us? How What are our rights How can I contribute?
the worth of goods there, and why care? have we changed? and responsibilities?
and services? What are How does society
their costs? What are create its rules? What
their benefits? structures can people
use to address
conflict?

Students will work Students will work Students will work Students will work Students will work
towards: towards: towards: towards: towards:
developing an developing an developing an developing an developing an
understanding of understanding of understanding of understanding of understanding of
how scarcity and the characteristics past societies, the fundamental how to influence
wealth affect and spatial diversity developments, and principles of justice change within the
individual and of natural events that enables as well as the diverse communities
collective choices, and human them to interpret relevance of law to which they belong,
and assessing the environments and and analyse to society and to and of how
trade-offs that can communities, on historical, as well the daily lives of individuals and
influence and/or arise a local to a global as current, issues; individuals; groups can participate
from these choices; scale; in action that
analysing how analysing the role of
promotes change;
analysing the analysing the people from diverse law in determining
application of connections within groups have and upholding analysing current
economic models, and between interacted and how the rights and political issues, and
and assessing the natural and human they have changed responsibilities of assessing methods
factors that can environments and over time; all people, and and processes that
influence economic communities; assessing the can be used to
understanding the
decisions; impact of the law influence relevant
developing spatial experiences of and
and legal systems in political systems to
analysing how skills through the empathiz­ing with
people’s lives; act for the common
competing use of spatial people in past
good;
stakeholders technologies and societies; developing an
influence economic the interpretation, understanding of assessing the power
developing historical
policies, and analysis, and the role of the justice and influence of
literacy skills by
assessing the impact construction of system in a healthy different people
analysing and
of these policies on various types of democracy and the involved in civic
interpreting
different stakeholders; maps, globes, and contribution of issues, using political
evidence from
graphs; individuals and perspective;
developing an primary and
groups to the
understanding of the being responsible secondary sources. developing a respect
evolution of law;
basic needs and stewards of the and appreciation for
wants of people and earth by developing analysing issues different points of
that people’s needs an appreciation and and managing view on various
should be respected respect for both conflict in their own political issues.
when economic natural and human lives through the
decisions are made. environments and application of legal
communities. reasoning.
INTRODUCTION

9
 Tools and Strategies to Help Achieve the Vision of the Program
The following tools and strategies have been incorporated into the curriculum to help
students achieve the vision for learning in the Canadian and world studies curriculum.
• The citizenship education framework (see page 13): This framework brings
together the main elements of citizenship education. All subjects in the Canadian
and world studies curriculum provide multiple opportunities to incorporate
aspects of citizenship education.
• The concepts of disciplinary thinking (see page 16): These concepts provide a
way for students to develop the ability to think critically about significant events,
developments, and issues, both within the curriculum and in their lives outside
the classroom.
• The inquiry process (see page 32): Students use the components of the inquiry
process for each subject to investigate, and to communicate their findings about,
significant events, developments, and issues. By applying the inquiry process,
students develop skills that they need in order to think critically, solve problems,
make informed judgements, and communicate ideas.
• Big ideas (see page 17): The big ideas provide context for the overall expectations
and the concepts of disciplinary thinking that are related to them. The big ideas
reflect the enduring understandings that students retain from their learning,
transfer to other subjects, and draw upon throughout their lives.
• Framing questions (see the overview charts for each course): The framing questions
are overarching questions related to the overall expectations and big ideas. They
are intended to stimulate students’ critical thinking and to encourage them to
consider the broader relevance of what they are studying.
• Spatial skills4 (see page 34): Students use spatial skills and tools to analyse and
construct various types of maps and graphs. By developing these skills, students
will be able to understand and analyse visual data and information, contributing
to their ability to solve problems.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

The figure on the following page illustrates the interrelationship between these tools
and strategies and the achievement of expectations in the Canadian and world studies
curriculum.

4. Spatial skills are directly taught in the geography courses but are used in all subjects in the Canadian and
world studies curriculum. All of the Grade 11 and 12 geography courses include specific suggestions for the
use of spatial skills.

10
 Connecting the Pieces

THE IMPORTANCE OF THE CANADIAN AND WORLD STUDIES CURRICULUM

In Canadian and world studies, students develop skills, knowledge and understanding,
and attitudes that will serve them both inside and outside the classroom, including in the
world of work and as responsible citizens in the various communities to which they belong.
The focus of teaching and learning in the Canadian and world studies curriculum is the
development of ways of thinking and of transferable skills that students need in order
to acquire and apply knowledge and understanding. Students apply these ways of
thinking and skills in a variety of contexts to examine information critically; to assess
the significance of events, developments, and processes; to develop an understanding of
and respect for different points of view; to reach supportable conclusions; and to propose
solutions to, and courses of action to address, real problems.
INTRODUCTION

11
 Citizenship Education in the Canadian and World Studies Curriculum
The responsible, active citizen participates in the community for the common
good. Citizenship education provides “ways in which young people are prepared
and consequently ready and able to undertake their roles as citizens”.
Julian Fraillon and Wolfram Schulz, “Concept and Design of the
International Civic and Citizenship Study” (2008)

Citizenship education is an important facet of students’ overall education. In every grade

and course in the Grade 11 and 12 Canadian and world studies curriculum, students are
given opportunities to learn about what it means to be a responsible, active citizen in the
community of the classroom and the diverse communities to which they belong within
and outside the school. It is important for students to understand that they belong to
many communities and that, ultimately, they are all citizens of the global community.

The diagram on page 13 presents a framework for citizenship education. In this figure:
• the outer circle lists the four main elements of citizenship education – active
participation, identity, attributes, and structures – and describes each element;
• the second circle outlines ways in which students may develop the knowledge,
skills, and attitudes associated with responsible citizenship. Teachers should ensure
that students have opportunities to develop these attitudes, understandings, and
practices as they work to achieve the expectations in the subjects that make up the
Canadian and world studies curriculum (and those in other subjects as well);
• the innermost circle lists various terms and topics that are related to citizenship
education. Teachers may focus on these terms/topics when making connections
between citizenship education and expectations in the Canadian and world studies
curriculum as well as those in other curriculum documents. In the figure, each
term/topic in the innermost circle is connected to a specific element within the
framework. However, it is important to note that, in practice, a term can be applied
to more than one element – as the dotted lines imply – and that a number of terms
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

may be woven together in a unit that incorporates citizenship education.

12
 The Citizenship Education Framework

(A sense
of pe
rson
al id Ide
• Voice informed opinions • Identify and develop their
ent
it y
a
n
on matters relevant to sense of connectedness to local, sa

tit ember o
their community national, and global communities

m
y f va
• Adopt leadership roles in their • Develop a sense of their civic self-image
community • Consider and respect others’ perspectives
• Participate in their community • Investigate moral and ethical

riou
• Investigate controversial issues dimensions of developments,

s com
• Demonstrate collaborative, events, and issues
decision making and interconnectedness •

munitie
innovative problem solving voting • influence • beliefs and values •
• Build positive relationships conflict resolution and self-efficacy • culture •
with diverse individuals peace building • advocacy • perspective • community

s)
stewardship • leadership •
and groups
volunteering

democracy • rules and inclusiveness • equity •

law• institutions • empathy and respect •
• Develop an understanding power and authority •
• Explore
rights and responsibilities •
issues related to
of the importance of rules systems freedom • social cohesion • personal and societal
and laws fairness and justice • rights and responsibilities
• Develop an understanding citizenship •
• Demonstrate self-respect,
of howpolitical, economic, and collaboration and as well as respect and
cooperation
social institutions affect their lives empathy for others
• Develop an understanding of power • Develop attitudes that foster civic
dynamics engagement
• Develop an understanding of the dynamic • Work in a collaborative and critically
and complex relationships within and thoughtful manner
between systems

ECONOMICS
Economic problems are an ever-present and inherent part of our lives: the existence of
high levels of unemployment, global competition in world markets, arguments about
the wisdom of free trade agreements, the merits of alternative pollution control policies,
and the Bank of Canada’s forceful endeavours to restrain inflation. While many issues
are fundamentally economic in nature, there are many other social, political and
environmental problems that have important economic consequences. … Economics is
INTRODUCTION

our attempt to analyze and understand these and many other problems.
Queen’s University Economics Department, “Why Study Economics?”

13
 Economics is about making choices, as individuals and as a society, about how best to use
limited resources. An understanding of fundamental concepts, models, and methods of
inquiry associated with economics can help us make informed decisions about how to
allocate resources to address people’s unlimited needs and wants.

The Grade 11 and 12 economics courses provide students with opportunities to develop
an understanding of different economic systems and institutions and to assess the ability
of those systems and institutions to satisfy people’s needs and wants. These courses examine
how markets, societal values, and governments influence economic decision making,
and they provide opportunities for students to assess the costs and benefits of market
and government activities for different stakeholders. The economics curriculum will also
help students make better choices as consumers of goods and services, as contributors to
the economy, and as economic citizens.

The Grade 11 and 12 economics courses introduce students to the economic inquiry
process and the concepts of economic thinking. Students will develop ways of thinking
about economics through the application of these concepts and will use the economic
inquiry process as they gather, interpret, and analyse data and information relating to
issues of economic importance. Students will make informed judgements and draw
conclusions about local, national, and global economic issues.

GEOGRAPHY
Our daily lives are interwoven with geography. Each of us lives in a unique place
and in constant interaction with our surroundings. Geographic knowledge and skills
are essential for us to understand the activities and patterns of our lives and the lives
of others.
Gilbert M. Grosvenor Center for Geographic Education,
Why Geography Is Important (2007)

In defining geography, Charles Gritzner notes that “All geographic inquiry should begin
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

with the question, ‘Where?’” He argues that, in considering “major Earth-bound events,
features, and conditions”, geographers also investigate why they are where they are, or
happen where they happen. And, because these events, features, and conditions “can and
often do have some impact on our lives”, geographers consider why they are important
to us.5 Gritzner has condensed these ideas into a short but meaningful phrase: “What is
where, why there, and why care?” The Grade 11 and 12 geography courses provide students
with opportunities to explore these three aspects of geography as they investigate geographic
issues in Canada and internationally.

In the Grade 11 and 12 geography courses, students will develop their ability to apply
both the geographic inquiry process and the concepts of geographic thinking. They apply
this process and these concepts as they investigate a wide range of geographic issues and
deepen their awareness of interconnections between Canadian and global issues. These
courses enhance students’ ability to act as responsible global citizens and environmental
stewards. Students will develop their spatial skills as they analyse information and data
obtained from diverse sources, including field studies, aerial photographs, satellite

5. Charles Gritzner, “Defining Geography: What Is Where, Why There, and Why Care?”, accessed at
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/155012.html.

14
imaging, various types of maps and graphs, geographic information systems (GIS),
and digital representations. The study of geography in Grades 11 and 12 builds on the
knowledge, attitudes, and skills, including thinking skills, developed in geography in
Grades 7, 8, and 9.

HISTORY
Competent historical thinkers understand both the vast differences that separate us
from our ancestors and the ties that bind us to them; they can analyze historical
artifacts and documents, which can give them some of the best understandings of times
gone by; they can assess the validity and relevance of historical accounts, when they
are used to support entry into a war, voting for a candidate, or any of the myriad
decisions knowledgeable citizens in a democracy must make. All this requires “knowing
the facts”, but “knowing the facts” is not enough. Historical thinking does not replace
historical knowledge: the two are related and interdependent.
Peter Seixas, “Scaling Up the Benchmarks of Historical Thinking” (2008)

History involves the study of diverse individuals, groups, and institutions as well as
significant events, developments, and issues in the past. The Grade 11 and 12 history
courses provide students with opportunities to study many aspects of Canadian and world
history, from early societies to the present. These courses convey a sense of the dynamic
nature of Canadian and world history. Students learn that the people of the world have
many stories and that each one is significant and requires thoughtful consideration. Students
will develop their ability to apply the concepts of historical thinking in order to deepen
their understanding of the peoples, events, and forces they are studying. They will also
develop their ability to apply the historical inquiry process, gathering, interpreting, and
analysing historical evidence and information from a variety of primary and secondary
sources in order to investigate and reach conclusions about a wide range of historical
issues, developments, and events.

The study of history enables students to more fully appreciate heritage and identity,
both in Canada and around the globe, the diversity and complexity of different societies,
and the challenges and responsibilities associated with participation in the international
community. It also enhances students’ understanding of the historical roots of many
current issues around the world. In doing so, it helps prepare students to fulfil their
role as informed and responsible Canadian and global citizens. The study of history in
Grades 11 and 12 builds on the knowledge, attitudes, and skills, including thinking skills,
developed in history in Grades 7, 8, and 10.

LAW
Injustice anywhere is a threat to justice everywhere.
Martin Luther King Jr.

The law is about society’s efforts to promote fairness and justice. It involves formal rules
INTRODUCTION

that are enforced and adjudicated by institutions. The law shapes politics, the economy,
and society in many ways as it attempts to mediate relationships between people.

The Grade 11 and 12 law courses provide students with opportunities to develop an
understanding of the historical and philosophical foundations of our legal system.

15
 Students develop an understanding of the relevance of law in everyday life and of their
rights and responsibilities within the Canadian legal system. What they learn about the
law will also help students understand why laws change over time.

The Grade 11 and 12 law courses introduce students to the legal studies inquiry process and
the concepts of legal thinking. Students will develop ways of thinking about law through the
application of these concepts. They will also use the legal studies inquiry process as they
gather, interpret, and analyse evidence and information on issues relating to justice and
human rights and make informed judgements and draw conclusions about them.

POLITICS
The global project of the twenty-first century is political: to engage citizens in and out
of government … in responding to [serious global] challenges.… We need a way of
understanding politics that embraces citizens both inside and outside of government
since each have work that only they can do.
Harold H. Saunders, Politics Is About Relationship:
A Blueprint for the Citizen’s Century (2005)

Politics involves the study of how societies are governed, how policy is developed, how
power is distributed, and how citizens take public action. The Grade 11 and 12 politics
courses focus on the processes of public decision making, ways to implement political
change, and how individuals, groups, and institutions respond to issues of local, national,
and international importance. These courses enable students to develop their understanding
of what it means to be a responsible citizen and to explore various elements of the citizenship
education framework.

The Grade 11 and 12 politics courses provide opportunities for students to investigate a
range of issues of political importance at the local, national, and global level. Students will
explore issues related to policy making, political engagement, the distribution of power,
human rights, and international relations. Students are encouraged to explore political
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

thought, to clarify their own values and positions relating to political issues, and to explore
ways in which they can contribute to political change.

In the Grade 11 and 12 politics courses, students will develop their ability to apply the
political inquiry process and the concepts of political thinking. Students will continue
to develop ways of thinking about politics through the application of these concepts.
They will also develop their ability to apply the political inquiry process as they gather,
interpret, and analyse data and information relating to issues of political importance
and make informed judgements and draw conclusions about them.

CONCEPTS UNDERLYING THE CANADIAN AND WORLD STUDIES CURRICULUM

Concepts of Disciplinary Thinking

In Canadian and world studies, it is crucial that students not simply learn various facts
but that they develop the ability to think and to process content in ways best suited to
each subject. To that end, the curriculum focuses on developing students’ ability to apply
concepts of disciplinary thinking, which are inherent in “doing” each subject. Each of the
subjects in the Canadian and world studies curriculum features a particular way of thinking

16
and a particular set of concepts. The concepts associated with each of the subjects in
Grade 11 and 12 Canadian and world studies – as well as the subjects in the Grade 9 and 10
Canadian and world studies curriculum and the elementary social studies, history, and
geography curriculum – are listed in the following chart. Given the inherently interdisci-
plinary nature of social studies, the six concepts of social studies thinking listed below
provide the foundation for the concepts of thinking in each subject in the Canadian and
world studies program. (Note that the variations in the wording of the concepts reflect
terminology specific to each subject.) For full descriptions of the concepts of disciplinary
thinking in economics, geography, history, law, and politics, see the charts on pages 70,
124, 294, 444, and 508, respectively.

Concepts of Disciplinary Thinking across Subjects

Social Studies Economics Geography History Law Politics

Significance Economic Spatial Historical Legal Political

Significance Significance Significance Significance Significance

Cause and Cause and Cause and Objectives

Consequence Effect Consequence and Results

Continuity Continuity Continuity Stability and

and Change and Change and Change Change

Patterns and Stability and Patterns and

Trends Variability Trends

Interrelation­ Interrelation­ Interrelation­

ships ships ships

Perspective Economic Geographic Historical Legal Political

Perspective Perspective Perspective Perspective Perspective

Concepts of disciplinary thinking can be used in any investigation in economics, geography,

history, law, and politics, although certain concepts are more obviously related to some
topics than others, and concepts are often interrelated. Students use the concepts when
they are engaged in the inquiry process, whether they are conducting an investigation
that involves the process as a whole or are applying specific skills related to different
components of that process as they work towards achieving a given expectation. In
Grade 11 and 12 Canadian and world studies, at least one concept of disciplinary thinking
is identified as a focus for each overall expectation. Teachers can use the specified concepts
to deepen students’ investigations (for example, encouraging students to apply the concept
of geographic perspective to look at an issue from multiple points of view). It is important
that teachers use their professional judgement to ensure that the degree of complexity is
appropriate for both the grade level and the individual student’s learning style and that
it does not lead to confusion.

“Big Ideas” and Framing Questions

A “big idea” is an enduring understanding, an idea that we want students to delve into
and retain long after they have forgotten many of the details of the course content. The
INTRODUCTION

big ideas address basic questions such as “Why am I learning this?” or “What is the point?”
Through exploration of the big ideas, students are encouraged to become creators of their
understandings and not passive receivers of information. Many of the big ideas are trans-
ferable to other subjects and, more broadly, to life itself. In many cases, they provide the
opportunity for students to think across disciplines in an integrated way.
17
 In this document, the big ideas are connected to the overall expectations and the related
concepts of disciplinary thinking in each strand. They are listed in the chart on the overview
page that precedes each course in Canadian and world studies. The big ideas are also
connected to the general framing questions that are provided for each strand. The big
ideas combined with the framing questions are intended to stimulate students’ curiosity
and critical thinking and to heighten the relevance of what they are studying. The framing
questions are broad and often open-ended and can be used to frame a set of expectations
or an entire strand. By way of example, the following chart shows the big ideas and framing
questions that are related to the overall expectations in strand C of the Grade 12 history
course “World History since the Fifteenth Century” (CHY4C).

Sample Overview – World History since the Fifteenth Century (CHY4C)

Overall Expectations and Related Big Ideas Framing Questions
Concepts of Historical Thinking

C. The World, 1650–1789

C1. Social, Economic, and Political Increased trade and How did science
Context: analyse the impact of some colonization during this contribute to change
key social, economic, and political period helped change during this period?
developments in different regions of demographic patterns.
the world between 1650 and 1789
(FOCUS ON: Historical Significance;
Continuity and Change)

C2. Communities, Conflict, and The building of What were the

Cooperation: analyse various types of commercial and political short- and long-term
interactions between different groups empires had an impact consequences of
between 1650 and 1789 and some forces on relationships within exploration and empire
that affected these interactions (FOCUS and between various building for indigenous
ON: Cause and Consequence; Historical countries. peoples around the
Perspective) world?

C3. Identity, Citizenship, and Heritage: Religion, art, and How did colonial policies
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

explain how some political, cultural, and architecture had an help shape events and
religious developments contributed to impact on the identity developments around
identity, citizenship, and/or heritage in of countries and empires the world at this time?
different regions of the world between around the world. How do they continue
1650 and 1789 (FOCUS ON: Historical to play a role in the
Significance) world today?

ROLES AND RESPONSIBILITIES IN THE CANADIAN AND WORLD STUDIES PROGRAM

Students
Students’ responsibilities with respect to their own learning develop gradually and increase
over time as they progress through elementary and secondary school. With appropriate
instruction and with experience, students come to see how applied effort can enhance
learning and improve achievement. As they mature and develop their ability to persist,
to manage their behaviour and impulses, to take responsible risks, and to listen with
understanding, students become better able to take more responsibility for their learning
and progress. There are some students, however, who are less able to take full responsibility

18
for their learning because of special challenges they face. The attention, patience, and
encouragement of teachers can be extremely important to the success of these students.
Learning to take responsibility for their improvement and achievement is an important
part of every student’s education.

Mastering the skills and concepts connected with learning in the Canadian and world
studies curriculum requires ongoing practice, personal reflection, an effort to respond to
feedback, and commitment from students. It also requires a willingness to try new activities,
explore new ideas, keep an open mind, collaborate with peers, and follow safety practices
both during field studies and in the classroom. Through ongoing practice and reflection
about their development, students deepen their appreciation and understanding of them-
selves and others, the communities to which they belong, and the natural environment.

Parents
Parents6 have an important role to play in supporting student learning. Studies show
that students perform better in school if their parents are involved in their education.
By becoming familiar with the curriculum, parents can better appreciate what is being
taught in the courses their daughters and sons are taking and what they are expected to
learn. This awareness will enhance parents’ ability to discuss their children’s work with
them, to communicate with teachers, and to ask relevant questions about their children’s
progress. Knowledge of the expectations will also enhance parents’ ability to work with
teachers to improve their children’s learning.

Effective ways in which parents can support their children’s learning include attending
parent-teacher interviews, participating in parent workshops, and becoming involved
in school council activities (including becoming a school council member). Parents who
encourage and monitor project completion or home practice, including the application
of skills in new contexts, further support their children in their studies in economics,
geography, history, law, and politics. Parents can be supportive by taking an interest in
and discussing current events with their children, helping them make connections between
their studies and current issues and developments. Parents can also promote their children’s
understanding of and appreciation for the multiple communities to which they belong –
ethnocultural, religious, linguistic, national – by exposing them to people, cultural events,
and stories related to their heritage. Within the school, parents can promote and attend
events related to Canadian and world studies.

Teachers
Teachers and students have complementary responsibilities. Teachers develop appropriate
instructional strategies to help students achieve the curriculum expectations, as well
as appropriate methods for assessing and evaluating student learning. Teachers bring
enthusiasm and varied teaching and assessment approaches to the classroom, addressing
different student needs and ensuring sound learning opportunities for every student.
Teachers reflect on the results of the learning opportunities they provide, and make
adjustments to them as necessary to help every student achieve the curriculum expectations
to the best of his or her ability.
INTRODUCTION

6. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.

19
 Using a variety of instructional, assessment, and evaluation strategies, teachers provide
numerous opportunities for students to develop and refine their critical-thinking, problem-
solving, and communication skills, as they apply the concepts of disciplinary thinking to
the content of the Canadian and world studies courses. The activities offered should give
students opportunities to relate their knowledge and skills to the social, environmental,
political, and economic conditions and concerns of the world in which they live. Such
opportunities will motivate students to participate in their communities as responsible
and engaged citizens and to become lifelong learners.

Teachers can help students understand that applying the subject-specific inquiry processes
in Canadian and world studies often requires a considerable expenditure of time and
energy and a good deal of perseverance. Teachers can also encourage students to explore
alternative solutions and to take the risks necessary to become successful problem solvers
and investigators. To enable students to feel comfortable and confident in the classroom
and to support them in approaching their inquiries with openness and creativity, it is
important that teachers create a learning environment that will foster a sense of community,
where all students feel included and appreciated and where their perspectives are treated
with respect. One way to accomplish this is for teachers to select topics, resources, and
examples that reflect the diversity in the classroom, and, where possible, to involve students
in this selection process.

Canadian and world studies teachers provide students with frequent opportunities to
practise their skills and apply new learning and, through regular and varied assessment,
give them the specific feedback they need in order to further develop and refine their
skills. By assigning tasks that promote the development of higher-order thinking skills,
teachers also help students become thoughtful, creative, and effective communicators.
Opportunities to relate knowledge and skills developed in Canadian and world studies
to wider contexts, both across the curriculum and in the world beyond the school, motivate
students to learn and to become lifelong learners.

As part of effective teaching practice, teachers communicate with parents about what their
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

children are learning. This communication occurs through the sharing of course outlines,
ongoing formal and informal conversations, curriculum events, and other means of regular
communication, such as newsletters, website postings, and blogs. Communication enables
parents to work in partnership with the school, promoting discussion, follow-up at home,
and student learning in a family context. Stronger connections between the home and the
school support student learning and achievement.

Principals
The principal works in partnership with teachers and parents to ensure that each student
has access to the best possible educational experience. To support student learning, principals
ensure that the Ontario curriculum is being properly implemented in all classrooms using
a variety of instructional approaches. They also ensure that appropriate resources are
made available for teachers and students. To enhance teaching and learning in all subjects,
including Canadian and world studies, principals promote learning teams and work with
teachers to facilitate their participation in professional development activities. Principals
are also responsible for ensuring that every student who has an Individual Education
Plan (IEP) is receiving the modifications and/or accommodations described in his or her
plan – in other words, for ensuring that the IEP is properly developed, implemented,
and monitored.

20
Principals are responsible for ensuring that up-to-date copies of the outlines of all of the
courses of study for courses offered at the school are retained on file. These outlines must
be available for parents and students to examine. Parents of students under the age of
eighteen are entitled to information on course content since they are required to approve
their child’s choice of courses, and adult students need this information to help them
choose their courses.

Community Partners
Community partners can be an important resource for schools and students. They can be
models of how the knowledge and skills acquired through the study of the curriculum
relate to life beyond school. Partnerships with community organizations can enrich not
only the educational experience of students but also the life of the community.

Schools and school boards can play a role by coordinating efforts with community partners.
They can involve various community members in supporting learning related to the
course expectations and in promoting a focus on issues related to Canadian and world
studies inside and outside the school. Community partners can be included in events
held in the school, such as skills competitions, ceremonies, information events, career
days, and special days of recognition. Schools and boards can collaborate with leaders
of existing community-based programs for youth, including programs offered in public
libraries and community centres. Local museums, heritage sites, conservation lands,
parks, and neighbourhoods can provide rich environments for field studies and for
exploration of the local community and its resources. Where the opportunity presents
itself, schools and boards may also extend their partnership with international communities
and programs.

In choosing community partners, schools should build on existing links with their local
communities and create new partnerships in conjunction with ministry and school board
policies. These links are especially beneficial when they have direct connections to the
curriculum. Teachers may find opportunities for their students to participate in community
events, especially events that support the students’ learning in the classroom, are designed
for educational purposes, and provide descriptive feedback to student participants.
Community partnerships can help students make direct connections between their learn-
ing and the “real” world.

INTRODUCTION

21
 THE PROGRAM IN
CANADIAN AND
WORLD STUDIES
OVERVIEW OF THE PROGRAM
The overall aim of the secondary Canadian and world studies program is outlined in the
vision statement and goals on page 8.

The Canadian and world studies program offers a number of optional courses in all five of
the subject areas – economics, geography, history, law, and politics – in Grades 11 and 12.
These courses build on the foundational learning – including learning related to the appli-
cation of inquiry processes and the concepts of disciplinary thinking – in social studies,
history, and geography in Grades 1–8 and Canadian and world studies in Grades 9 and 10.

Courses in Canadian and World Studies, Grades 11 and 12

Five types of courses are offered in the Grade 11 and 12 Canadian and world studies
program: university preparation, university/college preparation, college preparation,
workplace preparation, and open courses. Students choose between course types on
the basis of their interests, achievements, and postsecondary goals. The course types
are defined as follows:

University preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for university programs.

University/college preparation courses are designed to equip students with the knowledge
and skills they need to meet the entrance requirements for specific programs offered at
universities and colleges.

College preparation courses are designed to equip students with the knowledge and skills
they need to meet the requirements for entrance to most college programs or for admission
to specific apprenticeship or other training programs.

Workplace preparation courses are designed to equip students with the knowledge and
skills they need to meet the expectations of employers, if they plan to enter the workplace
directly after graduation, or the requirements for admission to many apprenticeship or
other training programs.

Open courses are designed to broaden students’ knowledge and skills in subjects that
reflect their interests and prepare them for active and rewarding participation in society.
They are not designed with the specific requirements of universities, colleges, or the
22 workplace in mind.
Courses in Canadian and World Studies, Grades 11 and 12*

Grade Course Name Course Type Course Prerequisite

Code**

Economics

11 The Individual and the University/College CIE3M Canadian History since World
Economy War I, Grade 10, academic or
applied

12 Analysing Current University CIA4U Any university or university/

Economic Issues college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 Making Personal Workplace CIC4E Canadian History since World

Economic Choices War I, Grade 10, academic or
applied, or the LDCC†

Geography

11 Regional Geography University/College CGD3M Issues in Canadian Geography,

Grade 9, academic or applied

11 Forces of Nature: Physical University/College CGF3M Issues in Canadian Geography,

Processes and Disasters Grade 9, academic or applied

11 Travel and Tourism: A Open CGG3O Issues in Canadian Geography,

Geographic Perspective Grade 9, academic or applied

11 Introduction to Spatial Open CGT3O Issues in Canadian Geography,

Technologies Grade 9, academic or applied

12 World Issues: A University CGW4U Any university or university/

Geographic Analysis college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 World Geography: University/College CGU4M Any university, university/college,

Urban Patterns and or college preparation course in
Population Issues Canadian and world studies,
English, or social sciences and
humanities

THE PROGRAM IN CANADIAN AND WORLD STUDIES

12 The Environment and University/College CGR4M Any university, university/college,
Resource Management or college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 Spatial Technologies University/College CGO4M Any university, university/college,

in Action or college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 World Issues: A College CGW4C Issues in Canadian Geography,

Geographic Analysis Grade 9, academic or applied

12 Living in a Sustainable Workplace CGR4E Issues in Canadian Geography,

World Grade 9, academic or applied

23
 Grade Course Name Course Type Course Prerequisite
Code**

History

11 American History University CHA3U Canadian History since World

War I, Grade 10, academic or
applied

11 World History to the University/College CHW3M Canadian History since World

End of the Fifteenth War I, Grade 10, academic or
Century applied

11 Origins and Citizenship: Open CHE3O Canadian History since World

The History of a War I, Grade 10, academic or
Canadian Ethnic Group applied, or the LDCC†

11 World History since Open CHT3O Canadian History since World

1900: Global and War I, Grade 10, academic or
Regional Interactions applied, or the LDCC†

12 Canada: History, Identity, University CHI4U Any university or university/

and Culture college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 World History since the University CHY4U Any university or university/

Fifteenth Century college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 World History since the College CHY4C Any university, university/college,

Fifteenth Century or college preparation course in
Canadian and world studies,
English, or social sciences and
humanities
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

12 Adventures in World Workplace CHM4E Canadian History since World

History War I, Grade 10, academic or
applied, or the LDCC†

Law

11 Understanding University/College CLU3M Canadian History since World

Canadian Law War I, Grade 10, academic or
applied

11 Understanding Workplace CLU3E Canadian History since World

Canadian Law in War I, Grade 10, academic or
Everyday Life applied, or the LDCC†

12 Canadian and University CLN4U Any university or university/

International Law college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

12 Legal Studies College CLN4C Civics and Citizenship, Grade 10

24
Grade Course Name Course Type Course Prerequisite
Code**

Politics

11 Politics in Action: Open CPC3O Civics and Citizenship, Grade 10

Making Change

12 Canadian and University CPW4U Any university or university/

International Politics college preparation course in
Canadian and world studies,
English, or social sciences and
humanities

* Each course has a credit value of 1.

** Course codes consist of five characters. The first three characters identify the subject; the fourth
character identifies the grade (i.e., Grade 11 courses are represented by 3 and Grade 12 by 4); and the fifth
character identifies the type of course (i.e., U refers to “university”, M to “university/college”, C to
“college”, E to “workplace”, and O to “open”).
† LDCC – locally developed compulsory credit course.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

25
 Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – Geography
This chart maps out all the courses in geography and shows the links between
courses and the possible prerequisites for them. It does not attempt to depict all
possible movements from course to course.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

26
Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – History
This chart maps out all the courses in history and shows the links between
courses and the possible prerequisites for them. It does not attempt to depict all
possible movements from course to course.

THE PROGRAM IN CANADIAN AND WORLD STUDIES

27
 Prerequisite Chart for Canadian and World Studies,
Grades 9–12 – Economics, Law, and Politics
This chart maps out all the courses in economics, law, and politics, and shows the
links between courses and the possible prerequisites for them. It does not attempt
to depict all possible movements from course to course.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

28
Half-Credit Courses
The courses outlined in the Grade 11 and 12 Canadian and world studies curriculum
document are designed as full-credit courses. However, with the exception of Grade 12
university preparation and university/college preparation courses, they may also be delivered
as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructional

time, adhere to the following conditions:
• The two half-credit courses created from a full course must together contain all of
the expectations of the full course. The expectations for each half-credit course
must be drawn from all strands of the full course and must be divided in a manner
that best enables students to achieve the required knowledge and skills in the
allotted time.
• A course that is a prerequisite for another course in the secondary curriculum may
be offered as two half-credit courses, but students must successfully complete both
parts of the course to fulfil the prerequisite. (Students are not required to complete
both parts unless the course is a prerequisite for another course they wish to take.)
• The title of each half-credit course must include the designation Part 1 or Part 2.
A half credit (0.5) will be recorded in the credit-value column of both the report
card and the Ontario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described
above, and will report all half-credit courses to the ministry annually in the School
October Report.

CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students
are expected to develop and demonstrate in their class work, on tests, and in various
other activities on which their achievement is assessed and evaluated.

Two sets of expectations – overall expectations and specific expectations – are listed for
each strand, or broad area of the curriculum. (In most courses in Canadian and world
studies, the strands are numbered A through E.) Taken together, the overall and specific
expectations represent the mandated curriculum.

The overall expectations describe in general terms the knowledge and skills that students
THE PROGRAM IN CANADIAN AND WORLD STUDIES
are expected to demonstrate by the end of each course.

The specific expectations describe the expected knowledge and skills in greater detail. The
specific expectations are grouped under numbered headings, each of which indicates the
strand and the overall expectation to which the group of specific expectations corresponds
(e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This
organization is not meant to imply that the expectations in any one group are achieved
independently of the expectations in the other groups. The subheadings are used merely
to help teachers focus on particular aspects of knowledge and skills as they plan learning
activities for their students.

29
 Most specific expectations are accompanied by examples and “sample questions”, as
requested by educators. The examples, given in parentheses, are meant to clarify the
requirement specified in the expectation, illustrating the kind of knowledge or skill,
the specific area of learning, the depth of learning, and/or the level of complexity that
the expectation entails. The sample questions are meant to illustrate the kinds of questions
teachers might pose in relation to the requirement specified in the expectation. Both the
examples and the sample questions have been developed to model appropriate practice
for the grade and are meant to serve as illustrations for teachers. Both are intended as
suggestions for teachers rather than as exhaustive or mandatory lists. Teachers can choose to
use the examples and sample questions that are appropriate for their classrooms, or they
may develop their own approaches that reflect a similar level of complexity. In geography
an additional element, “using spatial skills”, follows a number of specific expectations.
This element highlights opportunities for students to learn or apply specific spatial skills
relevant to the expectations. Whatever the specific ways in which the requirements outlined
in the expectations are implemented in the classroom, they must, wherever possible, be
inclusive and reflect the diversity of the student population and the population of the
province.

The diagram on page 31 shows all of the elements to be found on a page of curriculum
expectations.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

30
 31
THE PROGRAM IN CANADIAN AND WORLD STUDIES
 STRANDS IN THE CANADIAN AND WORLD STUDIES CURRICULUM
The expectations for the Grade 11 and 12 Canadian and world studies courses are organized
into distinct but related strands. The first strand (strand A) in all courses focuses on the
inquiry process for the particular subject and on skill development. The remaining
strands – B through D in Adventures in World History (CHM4E) and Politics in Action
(CPC3O), and B through E in all other courses – represent the major content areas for
each course.

The Inquiry Processes in Economics, Geography, History, Law, and Politics

The inquiry processes for all the subjects in the Canadian and world studies program are
based on the same general model, although terminology, content, concepts of thinking,
and the types of questions asked vary from subject to subject. This model represents a
process that students use to investigate events, developments, and issues; solve problems;
develop plans of action; and reach supportable conclusions and decisions. The inquiry
process consists of five components:
• formulating questions
• gathering and organizing information, evidence, and/or data
• interpreting and analysing information, evidence, and/or data
• evaluating information, evidence, and/or data and drawing conclusions
• communicating findings and/or plans of action

It is important for teachers to understand that the inquiry process is not necessarily
implemented in a linear fashion. Not all investigations will involve all five components;
moreover, there are different entry points within the process. For example, teachers may:
• provide students with questions and ask them to gather and analyse information,
evidence, and/or data to investigate them;
• provide students with a piece of evidence and ask them to analyse it and to draw
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

conclusions based on their analysis;

• ask students to apply the entire process.

The entry points into the inquiry process may depend on student readiness. Prior knowledge,
resources, and time may also be factors.

It is important to be aware that inquiries will not always result in one “right answer”.
Rather, to assess the effectiveness of their investigations, students must develop the ability
to reflect on their work throughout the inquiry process. Such reflection requires the ability
to develop criteria that can be used, for example, to evaluate the relevance of their questions,
the accuracy and strength of their evidence, the depth and logic of their analysis, and the
strength of the support for their interpretation and conclusion. Teachers need to demonstrate
the skills needed for reflection, and provide opportunities for students to practise them,
while encouraging students to continually reflect on their work.

Likewise, students are engaged in aspects of communication throughout the inquiry

process, as they ask questions, organize and analyse information, and critically evaluate
their findings. The final communication of a student’s findings should take the form most
suited to the nature of the inquiry, as well as to the intended audience, and should take
the student’s learning style and strengths into account.

32
Each subject brings a particular way of thinking through content, and a different ap-
proach to the inquiry process. Skills and strategies for every stage of the inquiry process
for each subject need to be taught explicitly. The type of questions asked, the information,
evidence, and/or data gathered, and the analysis applied will vary by subject. Charts
outlining approaches to the inquiry process in economics, geography, history, law, and
politics can be found on pages 72, 126, 296, 446, and 510, respectively.

The Inquiry Process

THE PROGRAM IN CANADIAN AND WORLD STUDIES

The Content Strands
In each course in Canadian and world studies, the content strands follow strand A.
Although the inquiry strand is presented separately from the content strands, in practice
students constantly apply the skills and approaches included in strand A, as well as the
related concept(s) of thinking, as they work to achieve the expectations in the content
strands.

Given the diversity of subjects in the Canadian and world studies program, the content
strands in each subject are distinct, reflecting different topics, focuses, skills, and under-
standings. In the history courses, the content strands are organized using a chronological
or modified chronological approach; in economics, geography, law, and politics, they are
organized thematically.

33
 SPATIAL SKILLS: USING MAPS, GLOBES, AND GRAPHS
Spatial skills underpin spatial literacy, enabling students to develop and communicate a
sense of place. Map, globe, and graphing skills help students visualize and make meaning
of spatial data. These skills help students understand how data relating to three-dimensional
spaces can be represented on two-dimensional surfaces. In the twenty-first century, a
range of spatial technologies can assist students in their inquiries, and it is important that
students develop the skills needed to use these technologies. Although students learn
spatial skills in geography, they apply them, in conjunction with the concepts of disciplinary
thinking, in all subjects in the Canadian and world studies curriculum. In addition, students
may apply these skills in everyday contexts and in other subjects.

Using Spatial Skills and the Spatial Skills Continuum

While students have opportunities to develop their spatial skills in all subjects in the
Canadian and world studies curriculum, these skills are particularly central to geography.
In order to highlight the use of spatial skills in that subject, some of the specific expectations
are followed by an element, “using spatial skills”, that suggests how students might apply
particular spatial skills related to the content of the expectation.

To provide teachers with a clear indication of appropriate skill development throughout

the social studies, history, geography, and Canadian and world studies program, selected
spatial skills have been organized into a continuum, which appears in Appendix C to this
document (see page 546). This continuum illustrates progression in the categories of map
and globe skills (divided into map elements and spatial representation) and graphing
skills from Grades 1 to 12.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

34
ASSESSMENT
AND EVALUATION
OF STUDENT
ACHIEVEMENT
BASIC CONSIDERATIONS
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition,
Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation,
and reporting policy. The policy aims to maintain high standards, improve student learning,
and benefit students, parents, and teachers in elementary and secondary schools across
the province. Successful implementation of this policy depends on the professional
judgement7 of educators at all levels as well as on their ability to work together and
to build trust and confidence among parents and students.

A brief summary of some major aspects of the current assessment, evaluation, and reporting
policy, with a focus on policy relating to secondary schools, is given below. Teachers
should refer to Growing Success for more detailed information.

Fundamental Principles
The primary purpose of assessment and evaluation is to improve student learning.

The following seven fundamental principles lay the foundation for rich and challenging
practice. When these principles are fully understood and observed by all teachers, they
will guide the collection of meaningful information that will help inform instructional
decisions, promote student engagement, and improve student learning.

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead
to the improvement of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are
learning the language of instruction (English or French), and those who are First
Nation, Métis, or Inuit;

7. “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by professional
knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment,
and the criteria and standards that indicate success in student learning. In professional practice, judgement
involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with
ongoing reflection and self-correction”.
35
 • are carefully planned to relate to the curriculum expectations and learning goals and,
as much as possible, to the interests, learning styles and preferences, needs, and
experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year
or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide
multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely
to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning.

Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of a student’s
learning. To the extent possible, however, the evaluation of learning skills and work
habits, apart from any that may be included as part of a curriculum expectation in a
course, should not be considered in the determination of a student’s grades. Assessing,
evaluating, and reporting on the achievement of curriculum expectations and on the
demonstration of learning skills and work habits separately allows teachers to provide
information to the parents and the student that is specific to each of these two areas
of achievement.

The six learning skills and work habits are responsibility, organization, independent work,
collaboration, initiative, and self-regulation.

Content Standards and Performance Standards

The Ontario curriculum for Grades 1 to 12 comprises content standards and performance
standards. Assessment and evaluation will be based on both the content standards and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the performance standards.

The content standards are the overall and specific curriculum expectations identified in
the curriculum documents for every subject and discipline.

The performance standards are outlined in the achievement chart, which is provided in the
curriculum documents for every subject or discipline (see pages 42–43). The achievement
chart is a standard province-wide guide and is to be used by all teachers as a framework
within which to assess and evaluate student achievement of the expectations in the
particular subject or discipline. It enables teachers to make consistent judgements about
the quality of student learning based on clear performance standards and on a body of
evidence collected over time. It also provides teachers with a foundation for developing
clear and specific feedback for students and parents.

36
The purposes of the achievement chart are to:
• provide a common framework that encompasses all curriculum expectations for all
subjects/courses across the grades;
• guide the development of high-quality assessment tasks and tools (including rubrics);
• help teachers plan instruction for learning;
• provide a basis for consistent and meaningful feedback to students in relation to
provincial content and performance standards;
• establish categories and criteria with which to assess and evaluate students’ learning.

Assessment for Learning and as Learning

Assessment is the process of gathering information that accurately reflects how well a
student is achieving the curriculum expectations in a course. The primary purpose of as-
sessment is to improve student learning. Assessment for the purpose of improving
student learning is seen as both “assessment for learning” and “assessment as learning”.
As part of assessment for learning, teachers provide students with descriptive feedback
and coaching for improvement. Teachers engage in assessment as learning by helping all
students develop their capacity to be independent, autonomous learners who are able to
set individual goals, monitor their own progress, determine next steps, and reflect on
their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of learning to
ensure that students and teachers have a common and shared understanding of
these goals and criteria as learning progresses;
• gather information about student learning before, during, and at or near the end of
a period of instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

• help students to develop skills of peer assessment and self-assessment.

Evaluation
Evaluation refers to the process of judging the quality of student learning on the basis of
established performance standards and assigning a value to represent that quality. Evaluation
accurately summarizes and communicates to parents, other teachers, employers, institutions
of further education, and students themselves what students know and can do with respect
to the overall curriculum expectations. Evaluation is based on assessment of learning that
provides evidence of student achievement at strategic times throughout the course, often
at the end of a period of learning.

37
 All curriculum expectations must be accounted for in instruction and assessment, but
evaluation focuses on students’ achievement of the overall expectations. A student’s achievement
of the overall expectations is evaluated on the basis of his or her achievement of related
specific expectations. The overall expectations are broad in nature, and the specific expecta-
tions define the particular content or scope of the knowledge and skills referred to in the
overall expectations. Teachers will use their professional judgement to determine which
specific expectations should be used to evaluate achievement of the overall expectations,
and which ones will be accounted for in instruction and assessment but not necessarily
evaluated.

Determining a report card grade involves the interpretation of evidence collected through
observations, conversations, and student products (tests/exams, assignments for evaluation),
combined with the teacher’s professional judgement and consideration of factors such
as the number of tests/exams or assignments for evaluation that were not completed or
submitted and the fact that some evidence may carry greater weight than other evidence.

Seventy per cent of the final grade (a percentage mark) in a course will be based on
evaluation conducted throughout the course. This portion of the grade should reflect
the student’s most consistent level of achievement, with special consideration given to
more recent evidence. Thirty per cent will be based on a final evaluation administered
at or towards the end of the course.

Reporting Student Achievement

The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points
in the school year or semester. There are two formal reporting periods for a semestered
course and three formal reporting periods for a non-semestered course. The reports reflect
student achievement of the overall curriculum expectations, as well as development of
learning skills and work habits.

Although there are formal reporting periods, communication with parents and students
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

about student achievement should be continuous throughout the course, by means such as
parent-teacher or parent-student-teacher conferences, portfolios of student work, student-
led conferences, interviews, phone calls, checklists, and informal reports. Communication
about student achievement should be designed to provide detailed information that will
encourage students to set goals for learning, help teachers to establish plans for teaching,
and assist parents in supporting learning at home.

38
THE ACHIEVEMENT CHART FOR CANADIAN AND WORLD STUDIES
The achievement chart identifies four categories of knowledge and skills and four levels
of achievement in Canadian and world studies. The components of the chart are explained
below. (See also the section “Content Standards and Performance Standards”, on page 36.)

Categories of Knowledge and Skills

The categories represent four broad areas of knowledge and skills within which the
expectations for any given subject or course can be organized. The four categories
should be considered as interrelated, reflecting the wholeness and interconnectedness
of learning.

The categories help teachers focus not only on students’ acquisition of knowledge but
also on their development of the skills of thinking, communication, and application.

The categories of knowledge and skills are as follows:

Knowledge and Understanding. Subject-specific content acquired in each grade or course

(knowledge), and the comprehension of its meaning and significance (understanding).

Thinking. The use of critical and creative thinking skills and/or processes.

Communication. The conveying of meaning and expression through various forms.

Application. The use of knowledge and skills to make connections within and between
various contexts.

In all subjects and courses, students should be given numerous and varied opportunities
to demonstrate the full extent of their achievement of the curriculum expectations across
all four categories of knowledge and skills.

Teachers will ensure that student learning is assessed and evaluated in a balanced manner
with respect to the four categories, and that achievement of particular expectations is
considered within the appropriate categories. The emphasis on “balance” reflects the fact
that all categories of the achievement chart are important and need to be a part of the
process of instruction, learning, assessment, and evaluation. However, it also indicates

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

that for different courses, the relative importance of each of the categories may vary. The
importance accorded to each of the four categories in assessment and evaluation should
reflect the emphasis accorded to them in the curriculum expectations for the subject or
course, and in instructional practice.

39
 Criteria and Descriptors
To further guide teachers in their assessment and evaluation of student learning, the
achievement chart provides “criteria” and “descriptors”.

A set of criteria is identified for each category in the achievement chart. The criteria are
subsets of the knowledge and skills that define the category. The criteria identify the
aspects of student performance that are assessed and/or evaluated, and they serve as
a guide to what teachers look for. In the Canadian and world studies curriculum, the
criteria for each category are as follows:

Knowledge and Understanding

• knowledge of content
• understanding of content

Thinking
• use of planning skills
• use of processing skills
• use of critical/creative thinking processes

Communication
• expression and organization of ideas and information in oral, visual, and/or written
forms
• communication for different audiences and purposes in oral, visual, and/or written
forms
• use of conventions, vocabulary, and terminology of the discipline in oral, visual,
and/or written forms

Application
• application of knowledge and skills in familiar contexts
• transfer of knowledge and skills to new contexts
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

• making connections within and between various contexts

“Descriptors” indicate the characteristics of the student’s performance, with respect to

a particular criterion, on which assessment or evaluation is focused. Effectiveness is the
descriptor used for each of the criteria in the Thinking, Communication, and Application
categories. What constitutes effectiveness in any given performance task will vary with
the particular criterion being considered. Assessment of effectiveness may therefore focus
on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance,
fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.

40
Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 represents achievement that falls much below the provincial standard. The student
demonstrates the specified knowledge and skills with limited effectiveness. Students
must work at significantly improving in specific areas, as necessary, if they are to be
successful in a course in the next grade.

Level 2 represents achievement that approaches the standard. The student demonstrates
the specified knowledge and skills with some effectiveness. Students performing at this
level need to work on identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates
the specified knowledge and skills with considerable effectiveness. Parents of students
achieving at level 3 can be confident that their children will be prepared for work in
subsequent courses.

Level 4 identifies achievement that surpasses the provincial standard. The student
demonstrates the specified knowledge and skills with a high degree of effectiveness.
However, achievement at level 4 does not mean that the student has achieved expectations
beyond those specified for the course.

Specific “qualifiers” are used with the descriptors in the achievement chart to describe
student performance at each of the four levels of achievement – the qualifier limited is
used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough
for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use
of planning skills” would be described in the achievement chart as “[The student] uses
planning skills with considerable effectiveness”.

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

41
 THE ACHIEVEMENT CHART: CANADIAN AND WORLD STUDIES, GRADES 9–12
Categories Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the
comprehension of its meaning and significance (understanding)

The student:

Knowledge of content demonstrates demonstrates demonstrates demonstrates

(e.g., facts, terms, limited some knowledge considerable thorough
definitions) knowledge of content knowledge of knowledge of
of content content content

Understanding of content demonstrates demonstrates demonstrates demonstrates

(e.g., concepts, ideas, limited some considerable thorough
theories, interrelationships, understanding understanding understanding understanding
procedures, processes, of content of content of content of content
methodologies, spatial
technologies)

Thinking – The use of critical and creative thinking skills and/or processes

The student:

Use of planning skills uses planning uses planning uses planning uses planning
(e.g., organizing an inquiry; skills with limited skills with some skills with skills with a
formulating questions; effectiveness effectiveness considerable high degree of
gathering and organizing effectiveness effectiveness
data, evidence, and
information; setting goals;
focusing research)

Use of processing skills uses processing uses processing uses processing uses processing
(e.g., interpreting, analysing, skills with limited skills with some skills with skills with a
synthesizing, and evaluating effectiveness effectiveness considerable high degree of
data, evidence, and effectiveness effectiveness
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

information; analysing
maps; detecting point of
view and bias; formulating
conclusions)

Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., creative thinking creative thinking creative thinking creative thinking
applying concepts of processes with processes with processes with processes with a
disciplinary thinking; using limited some considerable high degree of
inquiry, problem-solving, effectiveness effectiveness effectiveness effectiveness
and decision-making
processes)

Communication – The conveying of meaning through various forms

The student:

Expression and expresses and expresses and expresses and expresses and
organization of ideas organizes ideas organizes ideas organizes ideas organizes ideas
and information (e.g., and information and information and information and information
clear expression, logical with limited with some with considerable with a high degree
organization) in oral, effectiveness effectiveness effectiveness of effectiveness
visual, and written forms

42
 Categories Level 1 Level 2 Level 3 Level 4

Communication – (continued)

The student:

Communication for communicates communicates communicates communicates

different audiences (e.g., for different for different for different for different
peers, adults) and purposes audiences audiences audiences and audiences and
(e.g., to inform, to persuade) and purposes and purposes purposes with purposes with a
in oral, visual, and written with limited with some considerable high degree of
forms effectiveness effectiveness effectiveness effectiveness

Use of conventions (e.g., uses conventions, uses conventions, uses conventions, uses conventions,
mapping and graphing vocabulary, and vocabulary, and vocabulary, and vocabulary, and
conventions, communication terminology of terminology of terminology of terminology of the
conventions), vocabulary, the discipline the discipline the discipline discipline with a
and terminology of the with limited with some with considerable high degree of
discipline in oral, visual, effectiveness effectiveness effectiveness effectiveness
and written forms

Application – The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowledge applies applies applies applies

and skills (e.g., concepts, knowledge and knowledge and knowledge and knowledge and
procedures, spatial skills, skills in familiar skills in familiar skills in familiar skills in familiar
processes, technologies) contexts with contexts with contexts with contexts with a
in familiar contexts limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness

Transfer of knowledge transfers transfers transfers transfers

and skills (e.g., concepts knowledge and knowledge and knowledge and knowledge and
of thinking, procedures, skills to new skills to new skills to new skills to new
spatial skills, methodologies, contexts with contexts with contexts with contexts with a
technologies) to new limited some considerable high degree of
contexts effectiveness effectiveness effectiveness effectiveness

Making connections within makes makes makes makes

and between various connections connections connections connections

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

contexts (e.g., between within and within and within and within and
topics/issues being studied between various between various between various between various
and everyday life; between contexts with contexts with contexts with contexts with a
disciplines; between past, limited some considerable high degree of
present, and future contexts; effectiveness effectiveness effectiveness effectiveness
in different spatial, cultural,
or environmental contexts;
in proposing and/or taking
action to address related
issues; in making predictions)

43
 SOME CONSIDERATIONS
FOR PROGRAM
PLANNING IN
CANADIAN AND
WORLD STUDIES
INSTRUCTIONAL APPROACHES
Effective instruction is key to student success. To provide effective instruction, teachers need
to consider what they want students to learn, how they will know whether students have
learned it, how they will design instruction to promote the learning, and how they will
respond to students who are not making progress.

When planning what students will learn, teachers identify the main concepts and skills
described in the curriculum expectations, consider the contexts in which students will
apply the learning, and determine students’ learning goals.

Instructional approaches should be informed by the findings of current research on

instructional practices that have proved effective in the classroom. For example, research
has provided compelling evidence about the benefits of the explicit teaching of strategies
that can help students develop a deeper understanding of concepts. Strategies such as
“compare and contrast” (e.g., through Venn diagrams and comparison matrices) and the
use of analogy give students opportunities to examine concepts in ways that help them
see what the concepts are and what they are not. Although such strategies are simple to
use, teaching them explicitly is important in order to ensure that all students use them
effectively.

A well-planned instructional program should always be at the student’s level, but it

should also push the student towards his or her optimal level of challenge for learning,
while providing the support and anticipating and directly teaching the skills that are
required for success.

44
A Differentiated Approach to Teaching and Learning
An understanding of students’ strengths and needs, as well as of their backgrounds and life
experiences, can help teachers plan effective instruction and assessment. Teachers continually
build their awareness of students’ learning strengths and needs by observing and assessing
their readiness to learn, their interests, and their learning styles and preferences. As teachers
develop and deepen their understanding of individual students, they can respond more
effectively to the students’ needs by differentiating instructional approaches – adjusting
the method or pace of instruction, using different types of resources, allowing a wider
choice of topics, even adjusting the learning environment, if appropriate, to suit the way
their students learn and how they are best able to demonstrate their learning. Unless
students have an Individual Education Plan with modified curriculum expectations, what
they learn continues to be guided by the curriculum expectations and remains the same
for all students.

Lesson Design
Effective lesson design involves several important elements. Teachers engage students
in a lesson by activating their prior learning and experiences, clarifying the purpose for
learning, and making connections to contexts that will help them see the relevance and
usefulness of what they are learning. Teachers select instructional strategies to effectively
introduce concepts, and consider how they will scaffold instruction in ways that will best
meet the needs of their students. At the same time, they consider when and how to check
students’ understanding and to assess their progress towards achieving their learning
goals. Teachers provide multiple opportunities for students to apply their knowledge
and skills and to consolidate and reflect on their learning. A three-part lesson design
(e.g., “Minds On, Action, and Consolidation”) is often used to structure these elements.

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

Instructional Approaches in Canadian and World Studies
Instruction in Grade 11 and 12 Canadian and world studies should help students acquire
the knowledge, skills, and attributes they need in order to achieve the curriculum expect-
ations and to be able to think critically throughout their lives about issues related to
economics, geography, history, law, and politics. Effective instruction motivates students
and instils positive habits of mind, such as curiosity and open-mindedness; a willingness
to think, question, challenge, and be challenged; and an awareness of the value of listening
or reading closely and communicating clearly. To be effective, instruction must be based
on the belief that all students can be successful and that learning in Canadian and world
studies is important and valuable for all students.

Students’ views of and attitudes towards Canadian and world studies can have a significant
effect on their achievement of expectations. When students believe that these subjects simply
represent a body of preordained knowledge about certain topics, they may question the
relevance of their studies or may not approach their investigations with an open and
inquiring mind. Students must be given opportunities to see that inquiry is not just about
finding what others have found, and that they can use the inquiry process not only to
uncover knowledge but also to construct understandings and develop their own positions
on issues. Learning should be seen as a process in which students monitor and reflect on
the development of their knowledge, understandings, and skills.

45
 The Grade 11 and 12 Canadian and world studies curriculum provides opportunities for
teachers and students to select, within the broad parameters of the expectations, topics
for investigation. This flexibility allows teachers to tailor topics to suit the interests and
readiness of their students and to address the context of their local communities. It also
allows students to focus on the process of “doing” economics, geography, history, law,
and politics, rather than simply assimilating content. It is important that teachers plan
their program or units with the “end in mind”, selecting appropriate content, including
issues and examples, and ensuring that students develop the knowledge, understanding,
and skills to support this end.

Connections to Current Events and Issues

Teachers need to integrate current events and issues within the curriculum expectations,
and not treat them as separate topics. The integration of current events and issues into the
curriculum will help students make connections between what they are learning in class
and past and present-day local, national, and global events, developments, and issues.
Examining current events helps students analyse controversial issues, understand diverse
perspectives, develop informed opinions, and build a deeper understanding of the world
in which they live. In addition, investigating current events will stimulate students’ interest
in and curiosity about the world around them. The inclusion of current events in Canadian
and world studies will help keep the curriculum a relevant, living document.

PLANNING CANADIAN AND WORLD STUDIES PROGRAMS FOR STUDENTS WITH

SPECIAL EDUCATION NEEDS
Classroom teachers are the key educators of students with special education needs. They
have a responsibility to help all students learn, and they work collaboratively with special
education teachers, where appropriate, to achieve this goal. Classroom teachers commit
to assisting every student to prepare for living with the highest degree of independence
possible.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten
to Grade 12 (Draft 2011) describes a set of beliefs, based in research, that should guide
program planning for students with special education needs in all disciplines. Teachers
planning Canadian and world studies courses need to pay particular attention to these
beliefs, which are as follows:
• All students can succeed.
• Each student has his or her own unique patterns of learning.
• Successful instructional practices are founded on evidence-based research,
tempered by experience.
• Universal design8 and differentiated instruction9 are effective and interconnected
means of meeting the learning or productivity needs of any group of students.

8. The goal of Universal Design for Learning (UDL) is to create a learning environment that is open and accessible
to all students, regardless of age, skills, or situation. Instruction based on principles of universal design is
flexible and supportive, can be adjusted to meet different student needs, and enables all students to access
the curriculum as fully as possible.
9. Differentiated instruction, as discussed on page 45 of this document, is effective instruction that shapes each
student’s learning experience in response to his or her particular learning preferences, interests, and readiness
to learn.

46
 • Classroom teachers are the key educators for a student’s literacy and numeracy
development.
• Classroom teachers need the support of the larger community to create a learning
environment that supports students with special education needs.
• Fairness is not sameness.

In any given classroom, students may demonstrate a wide range of strengths and needs.
Teachers plan programs that recognize this diversity and give students performance tasks
that respect their particular abilities so that all students can derive the greatest possible
benefit from the teaching and learning process. The use of flexible groupings for instruction
and the provision of ongoing assessment are important elements of programs that accom-
modate a diversity of learning needs.

In planning Canadian and world studies courses for students with special education
needs, teachers should begin by examining both the curriculum expectations in the
course appropriate for the individual student and the student’s particular strengths
and learning needs to determine which of the following options is appropriate for
the student:
• no accommodations10 or modified expectations; or
• accommodations only; or
• modified expectations, with the possibility of accommodations; or
• alternative expectations, which are not derived from the curriculum expectations
for a course and which constitute alternative programs and/or courses.

If the student requires either accommodations or modified expectations, or both, the relevant
information, as described in the following paragraphs, must be recorded in his or her
Individual Education Plan (IEP). More detailed information about planning programs

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

for students with special education needs, including students who require alternative
programs and/or courses,11 can be found in The Individual Education Plan (IEP): A Resource
Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004). For a detailed discussion
of the ministry’s requirements for IEPs, see Individual Education Plans: Standards for
Development, Program Planning, and Implementation, 2000 (referred to hereafter as IEP
Standards, 2000). (Both documents are available at www.ontario.ca/edu.)

Students Requiring Accommodations Only

Some students with special education needs are able, with certain accommodations, to
participate in the regular course curriculum and to demonstrate learning independently.
Accommodations allow the student with special education needs to access the curriculum
without any changes to the course expectations. The accommodations required to facilitate
the student’s learning must be identified in his or her IEP (IEP Standards, 2000, p. 11).
A student’s IEP is likely to reflect the same accommodations for many, or all, subjects
or courses.

10. “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or
individualized equipment (see Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First
Edition, Covering Grades 1 to 12, 2010, p. 72).
11. Alternative programs are identified on the IEP by the term “alternative (ALT)”.

47
 Providing accommodations to students with special education needs should be the first
option considered in program planning. Instruction based on principles of universal design
and differentiated instruction focuses on the provision of accommodations to meet the
diverse needs of learners.

There are three types of accommodations:

• Instructional accommodations are changes in teaching strategies, including styles of
presentation, methods of organization, or use of technology and multimedia. Some
examples include the use of graphic organizers, photocopied notes, or assistive
software.
• Environmental accommodations are changes that the student may require in the
classroom and/or school environment, such as preferential seating or special lighting.
• Assessment accommodations are changes in assessment procedures that enable the
student to demonstrate his or her learning, such as allowing additional time to
complete tests or assignments or permitting oral responses to test questions (see
page 29 of the IEP Resource Guide, 2004, for more examples).

If a student requires “accommodations only” in Canadian and world studies courses,

assessment and evaluation of his or her achievement will be based on the regular course
curriculum expectations and the achievement levels outlined in this document. The IEP
box on the student’s provincial report card will not be checked, and no information on
the provision of accommodations will be included.

Students Requiring Modified Expectations

In Canadian and world studies courses, modified expectations for most students with
special education needs will be based on the regular course expectations, with an increase
or decrease in the number and/or complexity of the expectations. Modified expectations
must represent specific, realistic, observable, and measurable goals, and must describe
specific knowledge and/or skills that the student can demonstrate independently, given
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the appropriate assessment accommodations.

It is important to monitor, and to reflect clearly in the student’s IEP, the extent to which
expectations have been modified. The principal will determine whether achievement of
the modified expectations constitutes successful completion of the course, and will decide
whether the student is eligible to receive a credit for the course. This decision must be
communicated to the parents and the student.

Modified expectations must indicate the knowledge and/or skills that the student is
expected to demonstrate and that will be assessed in each reporting period (IEP Standards,
2000, pp. 10 and 11). Modified expectations should be expressed in such a way that the
student and parents can understand not only exactly what the student is expected to know
or be able to demonstrate independently, but also the basis on which his or her performance
will be evaluated, resulting in a grade or mark that is recorded on the provincial report
card. The student’s learning expectations must be reviewed in relation to the student’s
progress at least once every reporting period, and must be updated as necessary (IEP
Standards, 2000, p. 11).

48
If a student requires modified expectations in Canadian and world studies courses,
assessment and evaluation of his or her achievement will be based on the learning
expectations identified in the IEP and on the achievement levels outlined in this document.
If some of the student’s learning expectations for a course are modified but the student is
working towards a credit for the course, it is sufficient simply to check the IEP box on the
provincial report card. If, however, the student’s learning expectations are modified to such
an extent that the principal deems that a credit will not be granted for the course, the IEP
box must be checked and the appropriate statement from Growing Success: Assessment,
Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010,
page 62, must be inserted. The teacher’s comments should include relevant information
on the student’s demonstrated learning of the modified expectations, as well as next steps
for the student’s learning in the course.

PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

Ontario schools have some of the most multilingual student populations in the world.
The first language of approximately 20 per cent of the students in Ontario’s English-
language schools is a language other than English. In addition, some students use varieties
of English – also referred to as dialects – that differ significantly from the English required
for success in Ontario schools. Many English language learners were born in Canada and
have been raised in families and communities in which languages other than English, or
varieties of English that differ from the language used in the classroom, are spoken. Other
English language learners arrive in Ontario as newcomers from other countries; they may
have experience of highly sophisticated educational systems, or they may have come from
regions where access to formal schooling was limited.

When they start school in Ontario, many of these students are entering a new linguistic
and cultural environment. All teachers share in the responsibility for these students’

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

English-language development.

English language learners (students who are learning English as a second or additional
language in English-language schools) bring a rich diversity of background knowledge
and experience to the classroom. These students’ linguistic and cultural backgrounds not
only support their learning in their new environment but also become a cultural asset in
the classroom community. Teachers will find positive ways to incorporate this diversity
into their instructional programs and into the classroom environment.

Most English language learners in Ontario schools have an age-appropriate proficiency in

their first language. Although they need frequent opportunities to use English at school,
there are important educational and social benefits associated with continued development
of their first language while they are learning English. Teachers need to encourage parents
to continue to use their own language at home in rich and varied ways as a foundation
for language and literacy development in English. It is also important for teachers to find
opportunities to bring students’ languages into the classroom, using parents and community
members as a resource.

49
 During their first few years in Ontario schools, English language learners may receive
support through one of two distinct programs from teachers who specialize in meeting
their language-learning needs:

English as a Second Language (ESL) programs are for students born in Canada or newcomers
whose first language is a language other than English, or is a variety of English significantly
different from that used for instruction in Ontario schools.

English Literacy Development (ELD) programs are primarily for newcomers whose first
language is a language other than English, or is a variety of English significantly different
from that used for instruction in Ontario schools, and who arrive with significant gaps in
their education. These students generally come from countries where access to education
is limited or where there are limited opportunities to develop language and literacy skills
in any language. Some First Nations, Métis, or Inuit students from remote communities
in Ontario may also have had limited opportunities for formal schooling, and they also
may benefit from ELD instruction.

In planning programs for students with linguistic backgrounds other than English, teachers
need to recognize the importance of the orientation process, understanding that every
learner needs to adjust to the new social environment and language in a unique way and
at an individual pace. For example, students who are in an early stage of English-language
acquisition may go through a “silent period” during which they closely observe the inter-
actions and physical surroundings of their new learning environment. They may use body
language rather than speech or they may use their first language until they have gained
enough proficiency in English to feel confident of their interpretations and responses.
Students thrive in a safe, supportive, and welcoming environment that nurtures their
self-confidence while they are receiving focused literacy instruction. When they are ready
to participate, in paired, small-group, or whole-class activities, some students will begin
by using a single word or phrase to communicate a thought, while others will speak
quite fluently.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

In a supportive learning environment, most students will develop oral language proficiency
quite quickly. Teachers can sometimes be misled by the high degree of oral proficiency
demonstrated by many English language learners in their use of everyday English and
may mistakenly conclude that these students are equally proficient in their use of academic
English. Most English language learners who have developed oral proficiency in everyday
English will nevertheless require instructional scaffolding to meet curriculum expectations.
Research has shown that it takes five to seven years for most English language learners to
catch up to their English-speaking peers in their ability to use English for academic purposes.

Responsibility for students’ English-language development is shared by the classroom

teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and
peers may also be helpful in supporting English language learners in the classroom.
Teachers must adapt the instructional program in order to facilitate the success of these
students in their classrooms. Appropriate adaptations include:
• modification of some or all of the subject expectations so that they are challenging
but attainable for the learner at his or her present level of English proficiency, given
the necessary support from the teacher;

50
 • use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic
organizers, and scaffolding; previewing of textbooks; pre-teaching of key
vocabulary; peer tutoring; strategic use of students’ first languages);
• use of a variety of learning resources (e.g., visual material, simplified text, bilingual
dictionaries, and materials that reflect cultural diversity);
• use of assessment accommodations (e.g., granting of extra time; use of oral interviews,
demonstrations or visual representations, or tasks requiring completion of graphic
organizers or cloze sentences instead of essay questions and other assessment tasks
that depend heavily on proficiency in English).

Teachers need to adapt the program for English language learners as they acquire English
proficiency. For students in the early stages of language acquisition, teachers need to modify
the curriculum expectations in some or all curriculum areas. Most English language learners
require accommodations for an extended period, long after they have achieved proficiency
in everyday English.

When curriculum expectations are modified in order to meet the language-learning needs
of English language learners, assessment and evaluation will be based on the documented
modified expectations. Teachers will check the ESL/ELD box on the provincial report
card only when modifications have been made to curriculum expectations to address the
language needs of English language learners (the box should not be checked to indicate
simply that they are participating in ESL/ELD programs or if they are only receiving
accommodations). There is no requirement for a statement to be added to the “Comments”
section of the report cards when the ESL/ELD box is checked.

Although the degree of program adaptation required will decrease over time, students
who are no longer receiving ESL or ELD support may still need some program adaptations
to be successful.

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

For further information on supporting English language learners, refer to the following
documents:
• The Ontario Curriculum, Grades 9–12: English as a Second Language and English
Literacy Development, 2007
• English Language Learners – ESL and ELD Programs and Services: Policies and Procedures
for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007
• Supporting English Language Learners with Limited Prior Schooling: A Practical Guide
for Ontario Educators, Grades 3 to 12, 2008
• Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, 2005.

51
 ENVIRONMENTAL EDUCATION AND CANADIAN AND WORLD STUDIES
Ontario’s education system will prepare students with the knowledge, skills, perspectives,
and practices they need to be environmentally responsible citizens. Students will
understand our fundamental connections to each other and to the world around us
through our relationship to food, water, energy, air, and land, and our interaction with
all living things. The education system will provide opportunities within the classroom
and the community for students to engage in actions that deepen this understanding.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental
Education in Ontario Schools, 2009, p. 6

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario
Schools outlines an approach to environmental education that recognizes the needs of all
Ontario students and promotes environmental responsibility in the operations of all levels
of the education system.

The three goals outlined in Acting Today, Shaping Tomorrow are organized around the
themes of teaching and learning, student engagement and community connections, and
environmental leadership. The first goal is to promote learning about environmental issues
and solutions. The second is to engage students in practising and promoting environmental
stewardship, both in the school and in the community. The third stresses the importance
of having organizations and individuals within the education system provide leadership
by implementing and promoting responsible environmental practices throughout the
system so that staff, parents, community members, and students become dedicated to
living more sustainably.

There are many opportunities to integrate environmental education into the teaching of
Canadian and world studies. In all subjects of this program, students can be encouraged
to explore a range of environmental issues. In economics, students have opportunities to
analyse the environmental impact of economic growth as well as issues related to the
scarcity of natural resources. Students also consider how the actions of consumers and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

producers can affect the environment. In the geography courses, students may investigate
environmental issues relating to topics such as resource management, population growth
and urban sprawl, and the impact of human activity on the natural environment. Students
also analyse the environmental sustainability of current behaviours and practices, explore
ways in which environmental stewardship can be improved, and make connections between
local, national, and global environmental issues, practices, and processes. In the history
courses, students are able to explore various Canadian and international political policies
and social movements related to the environment. In the Canadian and American history
courses, as well as World History to the End of the Fifteenth Century, students explore how
the environment affected settlement and contributed to differentiation between societies
and regions. In the law courses, students explore the concept of “justice” for animal species
and other living things and how human rights legislation and environmental protection
legislation are interconnected. In Canadian and International Law, students evaluate the
effectiveness of environmental protection legislation, both domestically and internationally.
In the politics courses, students learn that the responsibilities of citizenship include the
protection and stewardship of the global commons, such as air and water, on a local,
national, and global scale. They are also given opportunities to explore various environ-
mental issues of political importance.

52
A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education, Scope
and Sequence of Expectations, 2011 – has been prepared to assist teachers in planning lessons
that integrate environmental education with other subject areas. It identifies curriculum
expectations and related examples and prompts in disciplines across the Ontario curriculum
that provide opportunities for student learning “in, about, and/or for” the environment.
Teachers can use the document to plan lessons that relate explicitly to the environment,
or they can draw on it for opportunities to use the environment as the context for learning.
The document can also be used to make curriculum connections to school-wide environ-
mental initiatives. This publication is available on the Ministry of Education’s website, at
www.edu.gov.on.ca/eng/curriculum/secondary/environ9to12curr.pdf.

HEALTHY RELATIONSHIPS AND CANADIAN AND WORLD STUDIES

Every student is entitled to learn in a safe, caring environment, free from violence and
harassment. Research has shown that students learn and achieve better in such environ-
ments. A safe and supportive social environment in a school is founded on healthy
relationships – the relationships between students, between students and adults, and
between adults. Healthy relationships are based on respect, caring, empathy, trust, and
dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy
relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other
inappropriate behaviours. To experience themselves as valued and connected members
of an inclusive social environment, students need to be involved in healthy relationships
with their peers, teachers, and other members of the school community.

Several provincial policies and initiatives, including the Foundations for a Healthy School
framework, the equity and inclusive education strategy, and the Safe Schools strategy, are
designed to foster caring and safe learning environments in the context of healthy and
inclusive schools. These policies and initiatives promote positive learning and teaching

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

environments that support the development of healthy relationships, encourage academic
achievement, and help all students reach their full potential.

In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy
Relationships, the Safe Schools Action Team confirmed “that the most effective way to
enable all students to learn about healthy and respectful relationships is through the
school curriculum” (p. 11). Teachers can promote this learning in a variety of ways. For
example, they can help students develop and practise the skills they need for building
healthy relationships by giving them opportunities to apply critical-thinking and problem-
solving strategies and to address issues through group discussions, role play, case study
analysis, and other means. Co-curricular activities such as clubs and intramural and
interschool sports provide additional opportunities for the kind of interaction that helps
students build healthy relationships. Teachers can also have a positive influence on
students by modelling the behaviours, values, and skills that are needed to develop
and sustain healthy relationships, and by taking advantage of “teachable moments”
to address immediate relationship issues that may arise among students.

One of the elements of the citizenship education framework (see page 13) is attributes –
that is, character traits, values, and habits of mind that are associated with responsible
citizenship. Several of these attributes – including collaboration, cooperation, empathy,
fairness, inclusiveness, and respect – are conducive to healthy relationships. The inter-
connections between citizenship education and the Canadian and world studies curriculum

53
 provide multiple opportunities for students to explore and develop these attributes,
which help foster not only responsible, active citizenship but also healthy relationships,
both inside and outside the classroom.

A climate of cooperation, collaboration, respect, and open-mindedness is vital in the

Canadian and world studies classroom. These attitudes and attributes enable students
to develop an awareness of the complexity of a range of issues. Moreover, in examining
issues from multiple perspectives, students develop not only an understanding of various
positions on these issues but also a respect for different points of view. Students develop
empathy as they analyse events and issues from the perspectives of people in different
parts of Canada or the world, or from different historical eras. These attitudes and attributes
provide a foundation on which students can develop their own identity, explore inter-
connectedness with others, and form and maintain healthy relationships.

EQUITY AND INCLUSIVE EDUCATION IN THE CANADIAN AND WORLD STUDIES

PROGRAM
The Ontario equity and inclusive education strategy focuses on respecting diversity,
promoting inclusive education, and identifying and eliminating discriminatory biases,
systemic barriers, and power dynamics that limit the ability of students to learn, grow,
and contribute to society. Antidiscrimination education continues to be an important
and integral component of the strategy.

In an environment based on the principles of inclusive education, all students, parents,

caregivers, and other members of the school community – regardless of ancestry, culture,
ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation,
socio-economic status, or other similar factors – are welcomed, included, treated fairly,
and respected. Diversity is valued, and all members of the school community feel safe,
comfortable, and accepted. Every student is supported and inspired to succeed in a culture
of high expectations for learning. In an inclusive education system, all students see them-
selves reflected in the curriculum, their physical surroundings, and the broader environment,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

so that they can feel engaged in and empowered by their learning experiences.

The implementation of antidiscrimination principles in education influences all aspects

of school life. It promotes a school climate that encourages all students to strive for high
levels of achievement, affirms the worth of all students, and helps students strengthen
their sense of identity and develop a positive self-image. It encourages staff and students
alike to value and show respect for diversity in the school and the broader society.
Antidiscrimination education promotes fairness, healthy relationships, and active,
responsible citizenship.

Teachers can give students a variety of opportunities to learn about diversity and diverse
perspectives. By drawing attention to the contributions of women, the perspectives of
various ethnocultural, religious, and racial communities, and the beliefs and practices
of First Nations, Métis, and Inuit peoples, teachers enable students from a wide range
of backgrounds to see themselves reflected in the curriculum. It is essential that learning
activities and materials used to support the curriculum reflect the diversity of Ontario
society. In addition, teachers should differentiate instruction and assessment strategies
to take into account the background and experiences, as well as the interests, aptitudes,
and learning needs, of all students.

54
Interactions between the school and the community should reflect the diversity of both the
local community and the broader society. A variety of strategies can be used to communicate
with and engage parents and members from diverse communities, and to encourage their
participation in and support for school activities, programs, and events. Family and com-
munity members should be invited to take part in teacher interviews, the school council,
and the parent involvement committee, and to attend and support activities such as plays,
concerts, co-curricular activities and events, and various special events at the school.
Schools may consider offering assistance with childcare or making alternative scheduling
arrangements in order to help caregivers participate. Students can also help by encouraging
and accompanying their families, who may be unfamiliar with the Ontario school system.
Special outreach strategies and encouragement may be needed to draw in the parents of
English language learners and First Nations, Métis, or Inuit students, and to make them
feel more comfortable in their interactions with the school.

The valuing of inclusiveness is an element of the vision statement for the social studies,
history, geography, and Canadian and world studies programs (see page 8). Thus,
encouraging students to understand and value diversity is a focus of economics, geography,
history, law, and politics in Grades 11 and 12. The expectations in these courses provide
numerous opportunities for students to break through stereotypes and to learn about
various social, religious, and ethnocultural groups, including First Nations, Métis, and
Inuit people, and how their beliefs, values, and traditions are reflected in the community.
Students also investigate injustices and inequalities within various communities, but not
simply through the lens of victimization. Rather, they examine ways in which various
people act or have acted as agents of change and can serve as role models for responsible,
active citizenship.

It is important that teachers of Canadian and world studies create an environment that
will foster a sense of community where all students feel included and appreciated. It is

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

imperative that students see themselves reflected in the choices of issues, examples,
materials, and resources selected by the teacher. When leading discussions on topics
related to diverse ethnocultural, socio-economic, or religious groups or the rights of
citizenship, teachers should ensure that all students – regardless of culture, religious
affiliation, gender, class, or sexual orientation – feel included and recognized in all learning
activities and discussions. By teachers carefully choosing support materials that reflect
the makeup of a class, students will see that they are respected. This will lead to student
understanding of and respect for the differences that exist in their classroom and in the
multiple communities to which they belong.

FINANCIAL LITERACY IN CANADIAN AND WORLD STUDIES

The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010 (p. 4)
sets out the vision that:
Ontario students will have the skills and knowledge to take responsibility for managing
their personal financial well-being with confidence, competence, and a compassionate
awareness of the world around them.
There is a growing recognition that the education system has a vital role to play in
preparing young people to take their place as informed, engaged, and knowledgeable
citizens in the global economy. Financial literacy education can provide the preparation
Ontario students need to make informed decisions and choices in a complex and fast-
changing financial world.

55
 Because making informed decisions about economic and financial matters has become an
increasingly complex undertaking in the modern world, students need to build knowledge
and skills in a wide variety of areas. In addition to learning about the specifics of saving,
spending, borrowing, and investing, students need to develop broader skills in problem
solving, inquiry, decision making, critical thinking, and critical literacy related to financial
issues, so that they can analyse and manage the risks that accompany various financial
choices. They also need to develop an understanding of world economic forces and the
effects of those forces at the local, national, and global level. In order to make wise choices,
they will need to understand how such forces affect their own and their families’ economic
and financial circumstances. Finally, to become responsible citizens in the global economy,
they will need to understand the social, environmental, and ethical implications of their
own choices as consumers. For all of these reasons, financial literacy is an essential com-
ponent of the education of Ontario students – one that can help ensure that Ontarians
will continue to prosper in the future.

One of the elements of the vision for the social studies, history, geography, and Canadian
and world studies programs is to enable students to become responsible, active citizens
who are informed and critically thoughtful. Financial literacy is connected to this element.
In the Canadian and world studies program, students have multiple opportunities to
investigate and study financial literacy concepts related to the course expectations. For
example, in the economics courses, students explore challenges and opportunities in the
Canadian as well as the global economy. Students investigate the economic role of firms,
workers, and government as well as their own role as individual consumers and producers,
and how all of these affect the Canadian economy. Students also examine practical financial
matters in order to develop their ability to make informed economic choices in their
day-to-day lives. In geography, students can develop their financial literacy skills when
analysing the international trade of commodities, the economic impact of a natural disaster,
and the use of natural resources around the world. Students also examine their role as
consumers and investigate sustainable options related to consumption. In history, students
investigate the economic factors that played a role in the development and/or decline
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of various civilizations and nations around the world. They also analyse how different
communities responded to or were affected by various economic events, trends, and
developments. In the politics courses, students enhance their understanding of their
responsibilities as taxpayers and economic citizens. They analyse some of the economic
implications of political processes and policies and how economic considerations can affect
domestic and international politics. In the law courses, students learn about financial
contracts and the voluntary legal obligations that they entail. They also examine how
Canadian and international employment laws affect economic stability and the lives of
workers, and consider the impact of Canadian economic values and interests on domestic
and foreign policy objectives and actions.

A resource document – The Ontario Curriculum, Grades 9–12: Financial Literacy Scope and
Sequence of Expectations, 2011 – has been prepared to assist teachers in bringing financial
literacy into the classroom. This document identifies the curriculum expectations and
related examples and prompts, in disciplines across the Ontario curriculum, through
which students can acquire skills and knowledge related to financial literacy. The document
can also be used to make curriculum connections to school-wide initiatives that support
financial literacy. This publication is available on the Ministry of Education’s website, at
www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf.

56
LITERACY, MATHEMATICAL LITERACY, AND INQUIRY SKILLS IN CANADIAN AND
WORLD STUDIES
Literacy is defined as the ability to use language and images in rich and varied forms
to read, write, listen, view, represent, and think critically about ideas. It involves the
capacity to access, manage, and evaluate information; to think imaginatively and
analytically; and to communicate thoughts and ideas effectively. Literacy includes
critical thinking and reasoning to solve problems and make decisions related to issues
of fairness, equity, and social justice. Literacy connects individuals and communities
and is an essential tool for personal growth and active participation in a cohesive,
democratic society.
Reach Every Student: Energizing Ontario Education, 2008, p. 6

Literacy instruction must be embedded across the curriculum. All teachers of all
subjects … are teachers of literacy.
Think Literacy Success, Grades 7–12: The Report of the Expert Panel
on Students at Risk in Ontario, 2003, p. 10

As these quotations suggest, literacy involves a range of critical-thinking skills and is

essential for learning across the curriculum. Literacy instruction takes different forms
of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught.
Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success
in all subjects of the curriculum and in all areas of their lives.

Many of the activities and tasks that students undertake in the Canadian and world studies
curriculum involve the literacy skills relating to oral, written, and visual communication.
For example, they develop literacy skills by reading, interpreting, and analysing various
texts, including diaries, letters, government legislation and policy documents, interviews,

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

speeches, treaties, information from non-governmental organizations, news stories, and
fiction and non-fiction books. In addition, they develop the skills needed to construct,
extract information from, and analyse various types of maps and digital representations,
including topographic, demographic, thematic, annotated, choropleth, and geographic
information systems (GIS) maps. In all Canadian and world studies courses, students are
required to use appropriate and correct terminology, including that related to the concepts
of disciplinary thinking, and are encouraged to use language with care and precision in
order to communicate effectively.

The Ministry of Education has facilitated the development of materials to support literacy
instruction across the curriculum. Helpful advice for effectively addressing the literacy
demands of different curriculum areas, including those represented in Canadian and
world studies, may be found in resource materials available in the literacy domain of the
EduGAINS website, at www.edugains.ca/newsite/literacy/index.html.

The Canadian and world studies program also builds on, reinforces, and enhances
mathematical literacy. Many courses in Canadian and world studies provide students with
opportunities to reinforce their mathematical literacy in areas involving computational
strategies and data management and, in particular, the ability to read and construct
graphs. For example, students exploring trends in geography might need to interpret
population pyramids or climate graphs as well as data related to economic development
and/or quality of life. Calculations and graphing are often used in field studies: students

57
 engaged in a field study focusing on traffic congestion, for example, may need to develop
methods of gathering data on the vehicle count per minute for selected times of day and
then might construct graphs to communicate their findings. In addition, students may
use their mathematical literacy skills when interpreting data from various types of maps
and when creating maps to communicate their findings. In economics, students have
opportunities to develop skills related to mathematical literacy when creating personal
budgets, when studying and applying economic models and measures, and when inves-
tigating terms of trade, exchange rate regimes, monetary policy, and economic inequality.

Inquiry and research are at the heart of learning in all subject areas. In Canadian and
world studies courses, students are encouraged to develop their ability to ask questions
and to explore a variety of possible answers to those questions. As they advance through
the grades, they acquire the skills to locate relevant information from a variety of print
and electronic sources, such as books, periodicals, dictionaries, encyclopedias, interviews,
videos, and relevant Internet sources. The questioning they practised in the early grades
becomes more sophisticated as they learn that all sources of information have a particular
point of view and that the recipient of the information has a responsibility to evaluate it,
determine its validity and relevance, and use it in appropriate ways. The ability to locate,
question, and validate information allows a student to become an independent, lifelong
learner.

CRITICAL THINKING AND CRITICAL LITERACY IN CANADIAN AND WORLD STUDIES

Critical thinking is the process of thinking about ideas or situations in order to understand
them fully, identify their implications, make a judgement, and/or guide decision making.
Critical thinking includes skills such as questioning, predicting, analysing, synthesizing,
examining opinions, identifying values and issues, detecting bias, and distinguishing
between alternatives. Students who are taught these skills become critical thinkers who
can move beyond superficial conclusions to a deeper understanding of the issues they are
examining. They are able to engage in an inquiry process in which they explore complex
and multifaceted issues, and questions for which there may be no clear-cut answers.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Students use critical-thinking skills in Canadian and world studies when they assess,
analyse, and/or evaluate the impact of something and when they form an opinion about
something and support that opinion with a rationale. In order to think critically, students
need to examine the opinions and values of others, detect bias, look for implied meaning,
and use the information gathered to form a personal opinion or stance, or a personal plan
of action with regard to making a difference.

Students approach critical thinking in various ways. Some students find it helpful to
discuss their thinking, asking questions and exploring ideas. Other students, including
many First Nations, Métis, and Inuit students, may take time to observe a situation or
consider a text carefully before commenting; they may prefer not to ask questions or
express their thoughts orally while they are thinking.

In developing critical-thinking skills in Canadian and world studies, students must ask
themselves effective questions in order to interpret information, detect bias in their sources,
determine why a source might express a particular bias, and consider the values and
perspectives of a variety of groups and individuals.

58
The development of these critical-thinking skills is supported in every course in the
Canadian and world studies curriculum by strand A on inquiry and skill development
as well as by the concepts of disciplinary thinking that are identified as a focus for each
overall expectation (for a description of the concepts of disciplinary thinking, see page 16).
As they work to achieve the Canadian and world studies expectations, students frequently
need to identify the possible implications of choices. As they gather information from
a variety of sources, they need to be able to interpret what they are listening to, reading,
or viewing; to look for instances of bias; and to determine why a source might express
a particular bias.

Critical literacy is the capacity for a particular type of critical thinking that involves looking
beyond the literal meaning of a text to determine what is present and what is missing,
in order to analyse and evaluate the text’s complete meaning and the author’s intent.
Critical literacy goes beyond conventional critical thinking by focusing on issues related
to fairness, equity, and social justice. Critically literate students adopt a critical stance,
asking what view of the world the text advances and whether they find this view acceptable,
who benefits from the text, and how the reader is influenced.

Critically literate students understand that meaning is not found in texts in isolation. People
make sense of a text, or determine what a text means, in a variety of ways. Students
therefore need to be aware of points of view (e.g., those of people from various cultures),
the context (e.g., the beliefs and practices of the time and place in which a text was created
and those in which it is being read or viewed), the background of the person interacting
with the text (e.g., upbringing, friends, communities, education, experiences), intertextuality
(e.g., information that a reader or viewer brings to a text from other texts experienced
previously), gaps in the text (e.g., information that is left out and that the reader or viewer
must fill in), and silences in the text (e.g., voices of a person or group not heard).

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

In Canadian and world studies, students who are critically literate are able, for example,
to actively analyse media messages and determine potential motives and underlying
messages. They are able to determine what biases might be contained in texts, media,
and resource material and why that might be, how the content of these materials might
be determined and by whom, and whose perspectives might have been left out and why.
Students would then be equipped to produce their own interpretation of the issue.
Opportunities should be provided for students to engage in a critical discussion of
“texts”, which can include books (including textbooks), television programs, movies,
web pages, advertising, music, gestures, oral texts, visual art works, maps, graphs,
graphic texts, and other means of expression. Such discussions empower students to
understand the impact on members of society that was intended by the text’s creators.
Language and communication are never neutral: they are used to inform, entertain,
persuade, and manipulate.

Another aspect of critical thinking is metacognition, which involves developing one’s

thinking skills by reflecting on one’s own thought processes. Metacognitive skills include
the ability to monitor one’s own learning. Acquiring and using metacognitive skills has
emerged as a powerful approach for promoting a focus on thinking skills in literacy and
across all disciplines. In Canadian and world studies, metacognitive skills are developed
in a number of ways. Throughout the inquiry process, students use metacognitive skills
to reflect on their thinking, ensuring, for example, that their questions are appropriate,

59
 that they have logically interpreted the information they have generated, and that the
appropriate concepts of disciplinary thinking are reflected in their analysis. Through
the application of metacognitive skills, students constantly revisit and rethink their work,
leading to a deepening of the inquiry process.

Outside of the research and inquiry strand, students are given many opportunities to
reflect on and monitor their learning. As they develop hands-on practical skills related to
daily life, as well as relationship skills, communication skills, and critical-thinking skills,
students are given opportunities to reflect on their strengths and needs and to monitor
their progress. In addition, they are encouraged to advocate for themselves to get the
support they need in order to achieve their goals. In all areas of Canadian and world
studies, students are expected to reflect on how they can apply the knowledge and skills
they acquire in their courses to their lives, in meaningful, authentic ways – in the classroom,
in the family, with peers, and within the various communities to which they belong. This
process helps students move beyond the amassing of information to an appreciation of
the relevance of Canadian and world studies to their lives.

THE ROLE OF THE SCHOOL LIBRARY IN THE CANADIAN AND WORLD STUDIES
PROGRAM
The school library program can help build and transform students’ knowledge in order
to support lifelong learning in our information- and knowledge-based society. The school
library program supports student success across the Canadian and world studies curriculum
by encouraging students to read widely, teaching them to examine and read many forms
of text for understanding and enjoyment, and helping them improve their research skills
and effectively use information gathered through research.

The school library program enables students to:

• develop a love of reading for learning and for pleasure;
• acquire an understanding of the richness and diversity of texts produced in Canada
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and around the world;

• obtain access to programs, resources, and integrated technologies that support all
curriculum areas;
• understand and value the role of public library systems as a resource for lifelong
learning.

The school library program plays a key role in the development of information literacy
and research skills. Teacher-librarians, where available, collaborate with classroom or
content-area teachers to design, teach, and provide students with authentic information
and research tasks that foster learning, including the ability to:
• access, select, gather, process, critically evaluate, create, and communicate information;
• use the information obtained to explore and investigate issues, solve problems,
make decisions, build knowledge, create personal meaning, and enrich their lives;
• communicate their findings to different audiences, using a variety of formats and
technologies;
• use information and research with understanding, responsibility, and imagination.

60
In addition, teacher-librarians can work with teachers of Canadian and world studies to
help students:
• develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and
videos, in order to access Canadian and world studies information, databases,
demonstrations, and a variety of performances;
• design questions for Canadian and world studies inquiries;
• create and produce single-medium or multimedia presentations.

Teachers of Canadian and world studies are also encouraged to collaborate with both
local librarians and teacher-librarians on collecting digital, print, and visual resources
for projects (e.g., biographies and/or autobiographies of people who have contributed to
Canada or to the global community; books with historical, geographic, and/or political
photographs and maps of the world; collections of legal documents or political cartoons;
graphic representations of economic data from Canada and countries around the world;
culture-specific image collections; and informational videos). Librarians may also be able
to assist in accessing a variety of online resources and collections (e.g., professional articles,
image galleries, videos, databases).

Teachers need to discuss with students the concept of ownership of work and the importance
of copyright in all forms of media.

THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE

CANADIAN AND WORLD STUDIES PROGRAM
Information and communications technology (ICT) provides a range of tools that can
significantly extend and enrich teachers’ instructional strategies and support student
learning. ICT tools include multimedia resources, databases, websites, digital cameras,

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

and word-processing programs. Tools such as these can help students to collect, organize,
and sort the data they gather and to write, edit, and present reports on their findings.
ICT can also be used to connect students to other schools, at home and abroad, and to
bring the global community into the local classroom.

The integration of information and communications technologies into the Canadian and
world studies program represents a natural extension of the learning expectations. ICT
tools can be used in a number of ways:
• In the inquiry process: ICT programs can help students throughout the inquiry
process as they gather, organize, and analyse information, data, and evidence,
and as they write, edit, and communicate their findings.
• When developing spatial skills: Students can extract and analyse information using
online interactive mapping and graphing programs. Such programs can also help
students organize and present information using maps and graphs. Students in
geography continue to develop their ability to use GIS to layer information when
analysing and creating new maps. The “using spatial skills” suggestions that
follow some specific expectations in the geography courses provide students
with opportunities to use various ICT tools and programs.

61
 • As part of field studies: When engaging in a field study, students can combine a
number of ICT tools such as GPS, hand-held personal digital devices, and digital
cameras.
• As simulations: Various simulation programs are available that provide hands-on
visual engagement to support student learning.

Whenever appropriate, students should be encouraged to use ICT to support and com-
municate their learning. For example, students working individually or in groups can
use computer technology and/or Internet websites to gain access to museums, galleries,
archives, and heritage sites in Canada and around the world; databases of laws and
regulations; political information and economic data on various countries; and digital
atlases and other sources of information and data. They can also use portable storage
devices to store information, as well as CD-ROM and DVD technologies, digital cameras,
GIS maps, interactive whiteboards, and projectors to organize and present the results of
their investigations to their classmates and others.

Although the Internet is a powerful learning tool, there are potential risks attached to
its use. All students must be made aware of issues related to Internet privacy, safety,
and responsible use, as well as of the potential for abuse of this technology, particularly
when it is used to promote hatred.

ICT tools are also useful for teachers in their teaching practice, both for whole-class
instruction and for the design of curriculum units that contain varied approaches to
learning in order to meet diverse student needs. A number of educational software
programs to support learning in Canadian and world studies are licensed through
the ministry and are listed at www.osapac.org/db/software_search.php?lang=en.

THE ONTARIO SKILLS PASSPORT: MAKING LEARNING RELEVANT AND

BUILDING SKILLS
The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

teachers and students with clear descriptions of the “Essential Skills” and work habits
important in work, learning, and life. Teachers planning programs in Canadian and
world studies can engage students by using OSP tools and resources to show how what
they learn in class can be applied in the workplace and in everyday life.

The Essential Skills identified in the OSP are:

• Reading Text
• Writing
• Document Use
• Computer Use
• Oral Communication
• Numeracy: Money Math; Scheduling or Budgeting and Accounting; Measurement
and Calculation; Data Analysis; and Numerical Estimation
• Thinking Skills: Job Task Planning and Organizing; Decision Making; Problem
Solving; Finding Information; and Critical Thinking

62
Work habits specified in the OSP are: working safely, teamwork, reliability, organization,
working independently, initiative, self-advocacy, customer service, and entrepreneurship.

Essential Skills, such as Reading Text, Document Use, and Problem Solving, are used in
virtually all occupations and are the foundation for learning other skills, including technical
skills. OSP work habits such as organization, reliability, and working independently are
reflected in the learning skills and work habits addressed in the provincial report card.
Essential Skills and work habits are transferable from school to work, independent living,
and further education or training, as well as from job to job and sector to sector.

Included in the OSP are videos and databases that focus on everyday tasks and occupation-
specific workplace tasks and that teachers can use to connect classroom learning to life
outside of school. Teachers can also consult A Guide to Linking Essential Skills and the
Curriculum, which illustrates how to integrate explicit references to Essential Skills into
classroom activities as well as how to give feedback to learners when they demonstrate
these skills.

For further information on the Ontario Skills Passport, including the Essential Skills and
work habits, visit http://skills.edu.gov.on.ca.

EDUCATION AND CAREER/LIFE PLANNING THROUGH THE CANADIAN AND

WORLD STUDIES CURRICULUM
The goals of the Kindergarten to Grade 12 education and career/life planning program
are to:
• ensure that all students develop the knowledge and skills they need to make
informed education and career/life choices;
• provide classroom and school-wide opportunities for this learning; and

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

• engage parents and the broader community in the development, implementation,
and evaluation of the program, to support students in their learning.

The framework of the program is a four-step inquiry process based on four questions
linked to four areas of learning: (1) knowing yourself – Who am I?; (2) exploring oppor-
tunities – What are my opportunities?; (3) making decisions and setting goals – Who do
I want to become?; and (4) achieving goals and making transitions – What is my plan for
achieving my goals?

63
 Classroom teachers support students in education and career/life planning by providing
them with learning opportunities, filtered through the lens of the four inquiry questions,
that allow them to apply subject-specific knowledge and skills to work-related situations;
explore subject-related education and career/life options; and become competent, self-
directed planners. The curriculum expectations in Canadian and world studies provide
opportunities to relate classroom learning to education and career/life planning that will
prepare students for success in school, work, and life.

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING

Planned learning experiences in the community, including job shadowing and job twinning,
field trips, work experience, and cooperative education, provide students with opportunities
to see the relevance of their classroom learning in a work setting, make connections
between school and work, and explore a career of interest as they plan their pathway
through secondary school and on to their postsecondary destination. In addition, through
experiential learning, students develop the skills and work habits required in the work-
place and acquire a direct understanding of employer and workplace expectations.

Experiential learning opportunities associated with various aspects of the Canadian and
world studies curriculum help broaden students’ knowledge of employment opportunities
in a wide range of fields, including parks and recreation; environmental industries such
as water management or alternative energy development; public institutions such as
government offices, libraries, museums, and archives; the public service; local not-for-profit
organizations; financial and law-enforcement institutions; and the tourism industry.

Students who choose to take a two-credit cooperative education program with a Canadian
and world studies course as the related course are able, through this package of courses,
to meet the Ontario Secondary School Diploma additional compulsory credit requirements
for Groups 1, 2, and 3.

Policies and guidelines regarding workplace opportunities, including job shadowing,

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

work experience, and cooperative education, are outlined in Cooperative Education and
Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools,
2000, which is available on the ministry website, at www.edu.gov.on.ca/eng/document/
curricul/secondary/coop/cooped.pdf.

For guidelines to ensure the provision of Workplace Safety and Insurance Board (WSIB)
coverage for students who are at least fourteen years of age and are on work placements
of more than one day, see Policy/Program Memorandum No. 76A, “Workplace Safety
and Insurance Coverage for Students in Work Education Programs” (September 2000),
at www.edu.gov.on.ca/extra/eng/ppm/76a.html. Teachers should also be aware of the
minimum age requirements outlined in the Occupational Health and Safety Act for persons
to be in or working in specific workplace settings.

PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST

HIGH SKILLS MAJOR
Canadian and world studies courses are well suited for inclusion in Specialist High Skills
Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship,
college, university, or workplace destinations. In some SHSM programs, courses in this

64
curriculum can be bundled with other courses to provide the academic knowledge and
skills important to particular economic sectors and required for success in the workplace
and postsecondary education, including apprenticeship training. Canadian and world
studies courses can also serve as the in-school link with cooperative education credits
that provide the workplace experience required not only for some SHSM programs but
also for various program pathways to postsecondary education, apprenticeship training,
and workplace destinations.

HEALTH AND SAFETY IN THE CANADIAN AND WORLD STUDIES PROGRAM

As part of every course, students must be made aware that health and safety are everyone’s
responsibility – at home, at school, and in the workplace. Teachers must model safe practices
at all times and communicate safety requirements to students in accordance with school
board and Ministry of Education policies and Ministry of Labour regulations.

Health and safety issues not usually associated with Canadian and world studies education
may be important when the learning involves field trips and field studies. Out-of-school
field trips can provide an exciting and authentic dimension to students’ learning experiences,
but they also take the teacher and students out of the predictable classroom environment
and into unfamiliar settings. Teachers must preview and plan these activities carefully to
protect students’ health and safety.

ETHICS IN THE CANADIAN AND WORLD STUDIES PROGRAM

The Canadian and world studies curriculum provides varied opportunities for students
to learn about ethical issues and to explore the role of ethics in both public and personal
decision making. During the inquiry process, students may need to make ethical judgements
when evaluating evidence and positions on various issues, and when drawing their own

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES

conclusions about issues, developments, and events. Teachers may need to help students
in determining appropriate factors to consider when making such judgements. In addition,
it is crucial that teachers provide support and supervision to students throughout the
inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical
concerns and address them in acceptable ways. If students are conducting surveys and/or
interviews, teachers must supervise their activities to ensure that they respect the dignity,
privacy, and confidentiality of their participants.

Teachers should ensure that they thoroughly address the issue of plagiarism with students.
In a digital world in which we have easy access to abundant information, it is very easy
to copy the words of others and present them as one’s own. Students need to be reminded,
even at the secondary level, of the ethical issues surrounding plagiarism, and the conse-
quences of plagiarism should be clearly discussed before students engage in an inquiry.
It is important to discuss not only the more “blatant” forms of plagiarism, but also more
nuanced instances that can occur. Students often struggle to find a balance between writing
in their own voice and acknowledging the work of others in the field. Merely telling
students not to plagiarize, and admonishing those who do, is not enough. The skill of
writing in one’s own voice, while appropriately acknowledging the work of others, must
be explicitly taught to all students in Canadian and world studies classes. Using accepted
forms of documentation to acknowledge sources is a specific expectation within the inquiry
and skill development strand for each course in the Canadian and world studies curriculum.

65
COURSES
ECONOMICS
INTRODUCTION
Economics is about how individuals, governments, and firms make choices about the
allocation of scarce resources. It involves an understanding of various economic concepts,
models, and theories as well as an exploration of economic trends, policies, and practices.
Through economic inquiry, students develop their understanding of a range of economic
issues, the interests and influence of different stakeholders, and the factors that influence
the economic decisions of individuals and institutions.

Strands
The Grade 11 and 12 economics courses each have five strands. In all of these courses,
strand A, Economic Inquiry and Skill Development, is followed by four content strands,
which are organized thematically.

Citizenship Education
The expectations in the Grade 11 and 12 economics courses provide opportunities
for students to explore a number of concepts connected to the citizenship education
framework (see page 13).

69
 The Concepts of Economic Thinking
The four concepts of economic thinking – economic significance, cause and effect, stability and
variability, and economic perspective – underpin thinking and learning in all economics courses in
the Canadian and world studies program. At least one concept of economic thinking is identified as
the focus for each overall expectation in strands B–E of these courses. The following chart describes
each concept and provides sample questions related to it. These questions highlight opportunities for
students to apply a specific concept in their studies. (See page 16 for a fuller discussion of the concepts
of disciplinary thinking.)
Economics

Economic Significance
This concept requires students to determine the importance of economic policies, decisions, practices,
issues, trends, theories, and/or developments. Economic significance is generally determined by the
impact that such policies, decisions, and so on, have on individuals, groups, institutions, and/or nations.
As they explore how scarce economic resources are allocated, students come to understand that the
impact of those allocations may be different for different groups.

Related Questions*
– What impact has the moving of production from Canada to offshore locations had on Canadian
manufacturing and the communities where such industries were located? (CIE3M, E3.1)
– What factors might a government consider when deciding how to allocate funding for infrastructure
development? How significant would the impact on the economy be as a criterion? (CIA4U, D2.1)
– What impact does scarcity have on your own and others’ economic decisions? (CIC4E, Overview)
– What impact would an increase in the minimum wage have on the working poor in Ontario? (CIC4E, E1.1)
Cause and Effect
This concept requires students to determine factors that affect or contribute to economic policies,
decisions, practices, trends, and/or developments as well as the consequences of these policies, decisions,
and so on. Students develop an understanding of the complexity of causes and effects, learning that
something may be caused by more than one factor and may have many consequences, both intended
and unintended.

Related Questions
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− Why have some manufacturing and services moved to Asia in the past few decades? (CIE3M, E2.3)
− Why might the federal government consider raising Employment Insurance (EI) premiums? How
might such a policy affect firms and workers? (CIA4U, D2.4)
− How do the effects of economic marginalization contribute to its perpetuation? (CIA4U, E3.1)
− What factors have the biggest influence on your own credit rating? Are there financial decisions that
you have made or are facing now that might affect your credit rating? Why is it important to consider
the long-term consequences of these decisions? (CIC4E, B2.3)

* The “related questions” are drawn directly from the overview charts that precede the Grade 11 and 12 economics courses
and from the sample questions that accompany many specific expectations.

70
Stability and Variability
This concept requires students to determine how and why economic activity and/or well-being changes
or stays the same over time. Students analyse various economic indicators related to employment, trade,
markets, economic inequality, and/or government intervention in the economy to identify changes in
different communities, regions, and countries over time. They also investigate various factors that contribute
to economic change and/or help ensure stability.

Related Questions
− What is the role of taxation in the Canadian economy? (CIE3M, Overview)

Economics
− Where would you position the present Canadian economy on the business cycle? What are the
implications of its position? (CIE3M, B2.3)
− What are the implications of what “counts” and does not “count” in economic indicators? (CIA4U, D1.4)
− What is the purpose of allowing individuals to deduct RRSP contributions when they file their income
tax returns? How might this program contribute to individual and/or governmental financial stability?
(CIC4E, B3.1)
Economic Perspective
This concept requires students to analyse the beliefs, values, interests, and influence that underpin economic
policies, decisions, issues, and/or practices. Students learn that, in economics, people may have diverse
perspectives on the same policy or decision, and that economic policies and decisions may benefit some
groups while disadvantaging others. Students also learn that economic development may have social,
cultural, and environmental, as well as direct economic, effects. Students also come to understand that
their own economic perspective affects their personal economic/financial decisions.

Related Questions
− What are your financial goals in the next five years? Ten years? Twenty years? In what ways do your
goals differ from the short- and long-term goals of your parents and/or grandparents? (CIE3M, B4.1)
− Should Canada sell resources such as asbestos or depleted uranium to countries that could use them
in an unethical manner? (CIE3M, E3.3)
− What are some ways in which economic trade-offs might differ for the average person in developing
and developed countries? (CIA4U, C2.1)
− Why might different stakeholders have different perspectives on economic issues that affect the
environment? (CIC4E, Overview)

INTRODUCTION

71
 The Economic Inquiry Process
In each economics course in the Canadian and world studies curriculum, strand A focuses explicitly
on the economic inquiry process, guiding students in their investigation of economic issues, trends,
concepts, models, policies, decisions, and outcomes. This process is not intended to be applied in a
linear manner: students will use the applicable components of the process in the order most appropriate
for them and for the task at hand. Although strand A covers all of the components of the inquiry process,
it is important to note that students apply skills associated with the inquiry process throughout
the content strands in each course. (See page 32 for a fuller discussion of the inquiry process in the
Canadian and world studies program.)
Economics

The following chart identifies ways in which students may approach each of the components of the
economic inquiry process.

Formulate Questions
Students formulate questions:
− to explore various issues, developments, concepts, models, policies, and/or decisions that are related to
the overall expectations in order to identify the focus of their inquiry
− to help them determine which key concept (or concepts) of economic thinking is relevant to their
inquiry
− that reflect the selected concept(s) of economic thinking
− to develop criteria that they will use in evaluating data, evidence, and/or information; in making
judgements, decisions, or predictions; in reaching conclusions; and/or in solving problems
− to determine which economic model it would be appropriate to apply
Gather and Organize
Students:
− collect relevant qualitative and quantitative data, evidence, and/or information from a variety of primary
and secondary sources,a including community resourcesb
− determine if their sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− use a variety of methods to organize the data, evidence, and/or information they have gathered
− record the sources of the data, evidence, and/or information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry

a. Primary sources may include, but are not limited to, statistical data, government budgets, financial statements,
interviews, and treatises by classic economic theorists. Secondary sources may include, but are not limited to, financial/
business reports, books and articles based on primary sources, reference books, news articles and editorials, political
cartoons, and documentaries and other films. Depending on the context, digital sources, including social media and
websites, can be either primary or secondary sources.
b. Community resources may include, but are not limited to, a range of resources from community groups and
associations, government offices, businesses, and non-governmental organizations.

72
Interpret and Analyse
Students:
− analyse data, evidence, and/or information, applying the relevant concepts of economic thinking (see
preceding chart)
− use different types of tools to help them interpret and analyse their data, evidence, and/or information
− identify the key points or ideas in each source
− interpret data and representations of data (e.g., graphs, matrices, statistical tables) to help them analyse
issues, policies, events, trends, and/or developments

Economics
− construct graphs, charts, and/or diagrams to help them analyse the issue, policy, event, trend, and/or
development they are investigating
− analyse their sources to determine the importance of an issue, policy, and/or economic/financial
decision for individuals and/or groups, including different groups
− identify biases in individual sources as well as economic models and data
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize data, evidence, and/or information, and make informed, critical judgements based on that
data, evidence, and/or information
− make connections between different factors and contexts when analysing issues, policies, decisions,
trends, and developments
− determine the short- and long-term impact of issues, policies, decisions, events, and/or developments
for different individuals, communities, groups, and/or regions
− assess the ethical implications of economic decisions, policies, and/or practices
− reach conclusions about the subject of their inquiry, and support them with their data, evidence,
and/or information
− make predictions based on their data, evidence, and/or information
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, multimedia) for different audiences and purposes
− communicate their arguments, conclusions, and judgements clearly and logically
− use economic terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

73
The Individual and the Economy,
Grade 11
University/College Preparation CIE3M

This course explores issues and challenges facing the Canadian economy as well as the
implications of various responses to them. Students will explore the economic role of
firms, workers, and government as well as their own role as individual consumers and
contributors, and how all of these roles contribute to stability and change in the Canadian
economy. Students will apply the concepts of economic thinking and the economic inquiry
process, including economic models, to investigate the impact of economic issues and
decisions at the individual, regional, and national level.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking
when investigating current economic issues in Canada

A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigation, and identify various careers in which a background in economics might be an asset
(continued)

75
 Overview (continued)
Grade 11, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

B. Fundamentals of Economics

B1. Scarcity and Choice: analyse the relationship Scarcity is a fundamental Why are there trade-offs
between scarcity and choice and how these economic problem and in any economic decision?
considerations affect economic decision making has a major impact on
How do your personal
(FOCUS ON: Economic Significance; Cause and Effect) economic decision making.
wants and needs
B2. Economic Models: apply economic models to Economists use models to influence your choices
analyse economic choices and issues affecting Canada illustrate theories about as a consumer?
and Canadians (FOCUS ON: Cause and Effect; Stability how the economy works
and Variability) and to analyse and predict How does scarcity affect
change. the economies of different
Canadian communities?
B3. Political and Economic Systems: analyse how Economic decision making
different political and economic systems and entities, is affected by political How do political values
including governments in Canada, make economic values. Political decision affect economic decisions?
decisions (FOCUS ON: Stability and Variability; Economic making can be affected What impact do people’s
Perspective) by economic factors. immediate and long-term
B4. Financial Planning: demonstrate an understanding Individuals need to financial goals have on
of key considerations related to personal financial consider a range of factors their economic decisions?
planning, and use economic data to analyse the costs when making decisions
and benefits of personal financial decisions (FOCUS ON: about saving, spending,
Economic Significance; Economic Perspective) borrowing, or investing
money.

There can be “good debt”

and “bad debt”.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. Economic Challenges and Responses

C1. Market Systems: analyse how various factors, Different stakeholders can How is the value of
including the practices of different stakeholders, affect have different perspectives goods determined?
markets and the value of goods (FOCUS ON: Cause and about which economic
How can consumers
Effect; Economic Perspective) course of action is most
influence markets?
appropriate.

C2. Workers in Canada: explain the main roles, practices, Workers in Canada Why do governments
and concerns of workers, both organized and unorganized, have both rights and intervene in market
in Canada (FOCUS ON: Economic Significance; Economic responsibilities. systems?
Perspective) Why might different
C3. Employment Patterns and Trends: analyse patterns Employment patterns categories of workers
and trends related to employment and unemployment and types of employment have different interests
in Canada, their causes, and their impact on individuals change over time as a result and perspectives?
and society (FOCUS ON: Cause and Effect; Stability and of various factors, including What are the
Variability) changes in education, main employment/
technology, demographics, unemployment patterns
and supply and demand. in Canada?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

76
 The Individual and the Economy
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

C. Economic Challenges and Responses (continued)

C4. Economic Inequality: analyse causes and measures Geographic, social, political, Why is there economic
of, as well as responses to, economic inequality in and demographic factors inequality in Canada?
Canada (FOCUS ON: Stability and Variability; Economic contribute to economic How is it addressed?
Perspective) inequality in Canada.

There are diverse

viewpoints regarding the
causes and impact of
economic inequality and
how to best address it.

D. Interrelationships among Economic Citizens

D1. Producers and Consumers: analyse ways in which Government policy affects Why does the federal
producers and consumers participate in the Canadian the economic roles government regulate
economy and some ways in which governments affect and responsibilities of competition in Canada? CIE3M
this participation (FOCUS ON: Economic Significance; producers and consumers.
What is the role of taxation
Cause and Effect)
in the Canadian economy?
D2. Government Intervention: analyse various ways in Governments in Canada
which governments in Canada intervene in the economy intervene in the economy What impact does
as well as factors that influence this intervention (FOCUS to promote growth and government spending
ON: Cause and Effect; Stability and Variability) to alleviate economic have on your life and
inequality. your community?

D3. Economic Citizenship: explain the roles, perspectives, Canadian citizens have How do different groups
and influence of various economic citizens in Canada various economic rights influence economic policy?
(FOCUS ON: Stability and Variability, Economic Perspective) and responsibilities as well Do all groups have a similar
as different perspectives level of influence?
on economic issues.

E. Economic Interdependence

E1. Perspectives on Scarcity and Sustainability: analyse Different stakeholders How do different
competing perspectives on scarcity and sustainability in have different viewpoints stakeholders in Canada
Canada and assess their significance (FOCUS ON: on scarcity and respond to issues relating
Stability and Variability; Economic Perspective) sustainability. to scarcity?

E2. Weighing Trade-offs, Making Choices: explain the Scarcity of resources What factors influence
criteria that governments and firms in Canada use to necessitates economic business decisions?
weigh trade-offs and make economic choices (FOCUS trade-offs.
ON: Cause and Effect; Stability and Variability)
What is the importance
of trade and foreign
E3. Economic Globalization: assess the impact of Globalization has costs investment to the
globalization, including international trade and and benefits for the Canadian economy?
investment, on the Canadian economy (FOCUS ON: Canadian economy.
Economic Significance; Economic Perspective)
OVERVIEW

77
 A. ECONOMIC INQUIRY AND SKILL
Grade 11, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when
investigating current economic issues in Canada;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigations, and identify various careers in which a background in economics might be an asset.

SPECIFIC EXPECTATIONS
A1. Economic Inquiry or information was constructed; the accuracy and/
or context of the evidence; the intended audience;
Throughout this course, students will: the bias, purpose, values, and/or expertise of the
author)
A1.1 formulate different types of questions to
guide investigations into current economic Sample questions: “Whose point of view is
issues in Canada (e.g., factual questions: represented in this source? Whose perspective
What are the rights of workers in Canada?; is not included?” “When analysing information
comparative questions: What is the difference from a government budget, why might it be
between a partnership and a cooperative business useful to note which political party is in power?”
model?; causal questions: Why do governments “How might you assess the reliability of statistics
intervene in the economy?) from online sources?”

A1.2 select and organize relevant data, evidence, A1.4 interpret and analyse data, evidence, and
and information on economic issues in Canada information relevant to their investigations,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

from a variety of primary and secondary using various tools, strategies, and approaches
sources (e.g., primary: Bank of Canada forecasts, appropriate for economic inquiry (e.g., create
federal/provincial budgets, financial statements, a graph to help them analyse data on income
interviews, Statistics Canada data; secondary: distribution in a Canadian city; use a cost-benefit
academic or institutional reports based on primary matrix to help them analyse a real or theoretical
sources, documentaries, government or business business decision; use a Venn diagram to help them
websites, newspapers, political cartoons), ensuring compare economic systems; interpret tables of
that their sources reflect a range of perspectives statistics to determine seasonal and regional
unemployment rates in Canada; use a supply and
Sample questions: “What questions could you
demand model to predict the effect on Canadian
ask a business owner regarding the impact of
wheat prices of drought on the Prairies)
government regulation on his or her business?”
“What types of data can one gather from Sample questions: “How will you determine
personal financial statements?” “If you were the criteria you will use to assess the impact
investigating the policies and practices of a of globalization on the Canadian economy?”
multinational corporation, why might it be “What are some tools that can help you analyse
useful to supplement information from its raw data? Which type of table or graph might
website with other sources? What other be most appropriate for the purposes of your
sources might you consult?” inquiry?”

A1.3 assess the credibility of sources, data, A1.5 use the concepts of economic thinking (i.e.,
evidence, and information relevant to their economic significance, cause and effect, stability
investigations (e.g., by considering how the data and variability, and economic perspective) when

78
 analysing and evaluating data, evidence, and A2. Developing Transferable Skills
information and formulating conclusions and/or
judgements about economic issues in Canada Throughout this course, students will:
(e.g., use the concept of economic significance to
A2.1 describe ways in which economic investiga-

The Individual and the Economy

help them analyse the impact of income taxes in
tions can help them develop skills, including
Canada; consider the concept of cause and effect
the essential skills in the Ontario Skills Passport
when comparing the costs of fair-trade and con-
(e.g., skills related to reading texts, writing, document
ventional goods; apply the concept of stability
use, computer use, oral communication, numeracy)
and variability when investigating the impact
and skills related to financial literacy, that can
of unions on wages over time; use the concept
be transferred to postsecondary opportunities,
of economic perspective to help them assess the
the world of work, and everyday life
suitability of business models for a new venture)
Sample questions: “Why would it be appropriate A2.2 apply in everyday contexts skills and work
to consider the concept of economic significance habits developed through economic investiga-
when analysing the impact of a free trade tions (e.g., use skills related to budgeting and
agreement on producers and/or consumers?” cost-benefit analysis to help them determine
“How might applying the concept of economic whether to take a part-time job; use numeracy
perspective help you understand why an skills to analyse the implications of statistics in
individual might get a payday loan?” a newspaper article; apply work habits such as
initiative to identify strategies that will enable them
A1.6 evaluate and synthesize their findings to to successfully complete a task, or organization to
formulate conclusions and/or make informed help them establish priorities and manage their
judgements and/or predictions about the time both in class and at home)
economic issues they are investigating
Sample questions: “What criteria did you A2.3 apply the concepts of economic thinking when
consider to reach your conclusion about the analysing current events involving economic CIE3M
impact of reduced government regulation of issues (e.g., costs and benefits of supporting
agricultural markets? Did your conclusion infrastructure development in the First Nations
match your prediction at the beginning of your community of Attawapiskat; the closing of a factory
investigation? If not, what evidence influenced in a small community; a proposal to raise the
your position?” “What conclusions did you minimum wage in Ontario; air pollution in China
reach about the personal savings and investments from coal-burning factories; debates over North
that would best support your short- and long- American energy pipelines) in order to enhance
term plans?” their understanding of these events and their
role as informed citizens
A1.7 communicate their ideas, arguments, and Sample questions: “Why is there debate between
conclusions using various formats and styles, different stakeholders about the value of carbon
as appropriate for the audience and purpose taxes or eco fees? What concept or concepts of
(e.g., a report on a cost-benefit analysis of govern- economic thinking might help you deepen your
ment subsidies to corporations; a seminar on the understanding of this issue?”
impact of consumer choices; a presentation with
graphs and/or other diagrams on wages and benefits A2.4 identify various careers in which the skills
in different sectors of the Canadian economy; a learned in economics might be useful (e.g.,
debate on whether the federal government should agriculturalist, asset manager, co-op manager,
pay down the debt or expand social spending; a corporate strategist, customer service representative, ECONOMIC INQUIRY AND SKILL DEVELOPMENT
blog for peers about how to manage personal debt) entrepreneur, financial consultant, policy analyst,
small-business owner, wealth manager)
A1.8 use accepted forms of documentation (e.g.,
footnotes or endnotes, author/date citations, reference
lists, bibliographies, credits) to reference different
types of sources (e.g., articles, blogs, books, docu-
mentaries, interviews, statistical tables, websites)

A1.9 use appropriate terminology when com-

municating the results of their investigations
(e.g., vocabulary specific to their inquiry topics;
terminology related to economics and the concepts
of economic thinking)

79
 B. FUNDAMENTALS OF ECONOMICS
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Scarcity and Choice: analyse the relationship between scarcity and choice and how these
considerations affect economic decision making (FOCUS ON: Economic Significance; Cause and Effect)
B2. Economic Models: apply economic models to analyse economic choices and issues affecting
Canada and Canadians (FOCUS ON: Cause and Effect; Stability and Variability)
B3. Political and Economic Systems: analyse how different political and economic systems and entities,
including governments in Canada, make economic decisions (FOCUS ON: Stability and Variability;
Economic Perspective)
B4. Financial Planning: demonstrate an understanding of key considerations related to personal financial
planning, and use economic data to analyse the costs and benefits of personal financial decisions
(FOCUS ON: Economic Significance; Economic Perspective)

SPECIFIC EXPECTATIONS
B1. Scarcity and Choice from those of macroeconomics?” “What is the
role of normative economics in government
FOCUS ON: Economic Significance; Cause and Effect policies related to poverty? How do questions
of economic fairness compete with those related
By the end of this course, students will:
to the efficient use of scarce resources when
B1.1 explain the concepts of scarcity and oppor- such policies are being formulated?”
tunity costs, and analyse how individuals,
governments, and organizations apply these B1.3 analyse how the scarcity of the factors
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

concepts as they make economic choices (e.g., of production (i.e., land, labour, capital,
the opportunity costs of a firm deciding to invest entrepreneurship) influences productivity
in research and development rather than adding and specialization
to its immediate profits, or of a government using
B1.4 explain how needs (e.g., clean water, food,
limited resources to pay down the debt, invest
shelter, leisure time), wants (e.g., designer jeans or
in infrastructure, or increase funding for social
running shoes, a new smartphone, sweatshop-free
programs)
clothing, fair-trade produce), and values (e.g.,
Sample questions: “What is the opportunity fairness, individualism, community mindedness)
cost of doing your homework this evening influence consumer decisions
instead of going out with friends? What type
Sample questions: “Which of your own values
of scarcity is implicit in this choice?” “How
have the greatest influence on your decisions
would you assess the opportunity costs of
as a consumer? What impact do these values
renting versus buying a home?”
have on your behaviour as a consumer?” “Why
B1.2 describe the two major branches of economics might an individual pay more for a fair-trade
(i.e., micro, macro) and the two forms of product?”
economic analysis (i.e., normative, positive),
B1.5 compare prices in different communities in
demonstrating the understanding that they
Canada (e.g., the price of groceries on a fly-in First
all consider questions of scarcity and choice
Nation reserve, in the North, in large urban centres,
Sample questions: “What are the main concerns in rural communities; housing prices in Toronto
of microeconomics? How are they different and Windsor; the price of gasoline in Calgary and

80
 Charlottetown), explaining reasons for the varia- Sample questions: “Where would you position
tions, and analyse the impact of these variations the present Canadian economy on the business
on individuals’ choices and decisions cycle? What are the implications of its position?”
“What do consumption behaviour models
Sample questions: “How does scarcity affect
suggest about consumer spending and savings?

The Individual and the Economy

the cost of living for diverse groups of people?”
Based on your analysis of a consumption
“What factors contribute to the relatively
behaviour model, what predictions would
higher price of food in St. John’s or Iqaluit
you make about consumer spending and
compared to southern Ontario?” “Why might
savings in Canada? What are the implications
prices contribute to the decision of some people
of your predictions?”
to leave a large city for a smaller town when
they retire?”
B2.4 assess the suitability of various business
models (e.g., sole proprietorship, partnership,
B2. Economic Models corporation, cooperative, Crown corporation)
for different purposes
FOCUS ON: Cause and Effect; Stability and Variability
Sample questions: “What business model do you
By the end of this course, students will: think is best suited for Canadian farming? Why?”
“What are the advantages and disadvantages
B2.1 explain the purpose of a production possibil- of the business models of banks and credit
ities curve (PPC) and apply this model to unions?” “What are the arguments for and
analyse potential choices with respect to against privatizing Crown corporations?”
production (e.g., between consumer goods and
capital goods, among different types of consumer
goods, between a good and a service, between an B3. Political and Economic Systems
essential and a non-essential good or service) FOCUS ON: Stability and Variability; Economic
Perspective CIE3M
Sample questions: “What types of goods or
services might you plot on a PPC? What does
the graph show? What are its implications?” By the end of this course, students will:
“Who might use a PPC? Why?” “Why might
B3.1 compare how different economic systems
it be useful to apply a PPC model when trying
(i.e., market, mixed, traditional, command)
to determine how an economy should allocate
answer the three fundamental economic
production between defence and education?”
questions about production (i.e., what, how,
B2.2 use cost-benefit analysis to analyse current and for whom to produce)
economic choices facing individuals and organ- Sample questions: “How does a market economy
izations in Canada (e.g., a business deciding differ from a command economy in terms of
whether to invest in new technology, a student investment and production? Do pure market
weighing postsecondary options, a family deciding systems actually exist? If so, where?” “How
whether to rent or buy a home, a local government do the means of production differ in a mixed
considering how to most effectively invest in public economy and a command economy? How do
transit) these differences affect production decisions?”
Sample questions: “How might a cost-benefit
B3.2 analyse how different political-economic
analysis inform an individual’s decision regard-
systems (e.g., capitalism, socialism) respond
ing whether to collect unemployment insurance
to challenges associated with stability and
and stay in his or her current community, where
variability
there are few jobs, or relocate in order to get
a job in another community?” “What factors Sample questions: “How might the government
might you consider in a cost-benefit analysis of in a socialist country respond to an economic
whether to attend university or college or seek downturn? In what ways might this response
FUNDAMENTALS OF ECONOMICS

an apprenticeship?” be different from that of a government in a

capitalist country? How would you account
B2.3 identify economic models that are relevant for the differences?”
to specific economic issues/problems in Canada,
and apply these models to analyse some of B3.3 analyse how governments in Canada
these issues/problems (e.g., use the business prioritize competing economic goals when
cycle model to analyse long-term variations in responding to economic challenges (e.g.,
the economy, a Keynesian model to analyse the unemployment, inflation, recession, increasing
impact of unemployment on supply and demand, public debt)
an accounting model when investigating the
Sample questions: “Why might economic
implications of the national debt)
development not always be compatible with
81
 environmental stewardship? How do govern- B4.3 assess, with reference to specific economic
ments weigh these competing goals?” “How do data, the short- and long-term costs and benefits
Grade 11, University/College Preparation

political values affect the economic decisions of of personal debt (e.g., credit card debt, student
governments in Canada?” “Which do you think loans, payday loans, lines of credit, mortgages)
should be more important to a government,
Sample questions: “What is the difference
cutting spending to reduce public debt and/or
between ‘good debt’ and ‘bad debt’? Why
taxes, or increasing spending on social programs
is something like a student loan generally
to help alleviate the effects of inequitable distri-
considered to be good debt?” “What are the
bution of income? Does your answer reflect
benefits of using a credit card? What are its
current government policy? If not, how do the
immediate costs? What are the longer term costs
government’s priorities differ from your own?”
if one fails to pay off the monthly balance?”
“What factors can negatively affect one’s credit
B4. Financial Planning rating? What impact can a poor credit rating
have on an individual’s ability to secure a loan?”
FOCUS ON: Economic Significance; Economic
Perspective B4.4 analyse the choices (e.g., cash, credit, loan,
lease) to determine the best method of payment
By the end of this course, students will: for major consumer purchases (e.g., a home, a
car, tuition, a holiday, electronics)
B4.1 describe key personal financial planning
principles (e.g., set realistic goals, start to save Sample questions: “How might you determine
early, maintain a good credit rating, diversify), whether you should use cash, a credit card, or
and explain how and why financial planning a layaway plan to pay for a new smartphone?”
may differ depending on an individual’s stage “Why might an individual lease a car rather
of life and/or personal experiences than taking out a loan to buy it outright? What
are the costs and benefits of each approach?”
Sample questions: “What are your financial “Why might the ‘best’ method of payment differ
goals in the next five years? Ten years? Twenty depending on the good purchased and the age
years? In what ways do your goals differ from and economic status of the person making the
the short- and long-term goals of your parents purchase?”
and/or grandparents? What financial planning
principles might you use to best achieve your B4.5 compare various investment choices (e.g.,
goals?” “How might the experience of growing stocks, bonds, guaranteed investment certificates,
up in a household where job loss or seasonal mutual funds, tax-free saving accounts, registered
unemployment was the norm affect an individ- retirement income funds) and explain the import-
ual’s financial planning choices?” ance of diversifying investments
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B4.2 assess, with reference to specific economic Sample questions: “What are the differences
data, the advantages and disadvantages of between stocks and bonds? Why might an
different financial institutions (e.g., banks, credit individual want to have a combination of stocks,
unions, mortgage companies, payday loan com- bonds, and mutual funds in an investment
panies, brokerage firms), specifically with respect portfolio?” “What is the importance of socially
to personal savings, investments, and loans responsible investing? How can you determine
if an asset manager is practising such investing?”
Sample questions: “Do you use a bank or a
credit union? On what criteria did you base
your decision to use this type of institution?
Does your choice best support your immediate
and long-term financial goals?” “Why might
an individual invest through a brokerage firm
rather than a bank or credit union?” “What are
the costs of a payday loan? How do the fees
charged by these companies differ from those
charged by a bank or credit union?”

82
C. ECONOMIC CHALLENGES AND
RESPONSES

The Individual and the Economy

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Market Systems: analyse how various factors, including the practices of different stakeholders,
affect markets and the value of goods (FOCUS ON: Cause and Effect; Economic Perspective)
C2. Workers in Canada: explain the main roles, practices, and concerns of workers, both organized
and unorganized, in Canada (FOCUS ON: Economic Significance; Economic Perspective)
C3. Employment Patterns and Trends: analyse patterns and trends related to employment and
unemployment in Canada, their causes, and their impact on individuals and society (FOCUS ON:
Cause and Effect; Stability and Variability)
C4. Economic Inequality: analyse causes and measures of, as well as responses to, economic inequality
in Canada (FOCUS ON: Stability and Variability; Economic Perspective)

CIE3M

SPECIFIC EXPECTATIONS
C1. Market Systems C1.3 analyse how consumer and producer partici-
pation in the underground economy affects
FOCUS ON: Cause and Effect; Economic Perspective markets (e.g., with reference to grey and black
markets, tax evasion, counterfeit products, pirating,
By the end of this course, students will:
illegal downloading)
C1.1 apply supply and demand models to analyse Sample question: “What impact do counterfeit
how price is influenced by different factors (e.g., products have on prices for producers and
technology, advertising, weather, shortages of raw consumers in legitimate markets?”
materials)
C1.4 analyse how, in a market system, different
Sample questions: “How has the increase in
stakeholders value public and collective goods
online shopping affected prices?” “How and
(e.g., fish stocks, air, water, parks)
why might effective advertising affect the price
of a product?” “Why might drought in Florida Sample questions: “Why might public ground
affect the price of oranges in Ontario?” water be valued differently by an adjacent com-
munity, a bottling company, and a government
C1.2 analyse how individual choices, including department regulating natural resources? Do
ethical consumerism (e.g., buying fair-trade, you think governments should allow private
ECONOMIC CHALLENGES AND RESPONSES

local, cruelty-free, and/or green products), companies to bottle and sell such water? Why
influence markets or why not?” “Do you think some public goods
Sample questions: “To what degree are you should be privatized, whether fully or partially?”
influenced by fair-trade logos when making a
C1.5 explain the causes of Canadian government
purchase?” “Is a consumer boycott an effective
intervention in market systems (e.g., to address
way to influence producers and markets? Why
economic inequalities or market disadvantages, to
or why not?” “If members of the public found
generate revenue, to protect consumers, in response
the name and/or logo of a professional sports
to lobbying)
team offensive, why might the team choose to
change it? Why might it choose to keep it?” Sample questions: “How do the competing
economic goals of equity and efficiency influence

83
 minimum wage legislation in Canada?” “What Sample questions: “What is the Rand Formula?
are ‘sin taxes’? What is their purpose?” “Why What impact has it had on organized labour in
Grade 11, University/College Preparation

might the government choose to subsidize agri- Canada?” “What impact does strike action have
cultural production? What are some examples on workers and the firms that employ them?
of such subsidies in Canada? Do all stakeholders How are consumers affected by strikes?” “What
agree with such subsidies? If not, why not?” implication does the government’s designation
of an occupation as an ‘essential service’ have
for labour action?”
C2. Workers in Canada
FOCUS ON: Economic Significance; Economic
C3. Employment Patterns and Trends
Perspective
FOCUS ON: Cause and Effect; Stability and Variability
By the end of this course, students will:
By the end of this course, students will:
C2.1 describe various ways in which workers
organize in Canada as well as different categories C3.1 analyse economic data to identify employ-
of unorganized workers (e.g., with reference to ment/unemployment patterns (e.g., youth
professional associations, labour unions, worker-run unemployment, unemployment among college/
cooperatives, itinerant workers, foreign domestic university graduates, unemployment on First
workers, temporary foreign workers, contract Nations reserves, seniors returning to part-time
workers), and explain why different categories employment, contract work versus full-time
of workers may have different perspectives employment, use of temporary foreign workers,
outsourcing, loss of manufacturing jobs to other
Sample questions: “In what ways might the
countries, regional expansion of energy-sector
concerns of unionized and temporary foreign
jobs), and explain how these patterns affect
workers be similar? In what ways might they
individuals and society
differ? How would you account for the differ-
ences?” “What perspectives are evident in Sample questions: “What employment patterns
efforts, whether historical or contemporary, are associated with students who have recently
to unionize the garment industry?” graduated from high school? In what ways, if
any, do you think these patterns might affect
C2.2 compare incomes, benefits, and working your postsecondary plans?” “How are changes
conditions of unionized and non-unionized in the employment rates in manufacturing and
workers in different sectors of the Canadian service occupations affecting the Canadian
economy (e.g., resource development, agriculture, economy?”
manufacturing, service industries, public service)
C3.2 identify trends related to workplace technol-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C2.3 explain the rights and responsibilities of ogy (e.g., continuing automation, cloud computing,
workers in Canada (e.g., rights: to a minimum use of big data), and analyse the effects on workers
wage, to refuse unsafe work, to compensation for (e.g., changes in employability skills, flexibility in
workplace injuries, to freedom from discrimination hours and location of work, use of social media to
and harassment; responsibilities: to be aware of search for jobs)
and follow workplace health and safety requirements, Sample questions: “Why are employability
to report unsafe working conditions, to use appro- skills changing?” “What are the benefits to
priate protective equipment, to treat co-workers in workers of increased workplace technology?
accordance with human rights regulations) What are the benefits to employers?”
Sample questions: “Do you think a worker has
a responsibility to become a ‘whistleblower’ if C3.3 explain the causes of specific types of
he or she witnesses illegal or unethical behaviour unemployment (e.g., frictional, seasonal, structural,
in the workplace? Why or why not?” cyclical, regional) and their impact on career
choices
C2.4 explain various practices and policies (e.g., Sample questions: “What impact has the demand
collective bargaining, arbitration, walkouts, strikes, for workers in western Canada had on workers
closed and open shops, “right to work” laws, back- in other parts of the country? Has this demand
to-work legislation) adopted by workers, firms, or its impact influenced your career plans?
and governments to assert their interests with Why or why not?”
respect to labour-management issues, and assess
the impact of these practices/policies on various
stakeholders (e.g., workers, business owners,
governments, consumers)

84
 C4. Economic Inequality Sample questions: “Why are income tax rates
in Canada higher for people with higher net
FOCUS ON: Stability and Variability; Economic incomes? Why do some people advocate a flat
Perspective income tax? Do you think a flat tax would be
more effective than the current progressive tax

The Individual and the Economy

By the end of this course, students will: in addressing income inequality? Why or why
not?” “What impact has the Guaranteed Income
C4.1 explain how various factors contribute to
Supplement had on the standard of living for
income inequality (e.g., social background,
seniors?” “Why are old age security payments
including class, religion, ethnicity; education;
subject to a clawback?” “Why do some groups
the number and types of jobs available in a region;
advocate the establishment of a guaranteed
discrimination based on race, gender, sexual
annual income?”
orientation, religion, language; skills; the value
that society attaches to different jobs)
C4.4 assess the impact that economic fluctuations
Sample questions: “How might the socio- have had on different communities in Canada
economic background of a person’s family (e.g., Sydney, NS; Athabaska or Calgary, AB;
affect his or her economic opportunities?” Charlottetown, PEI; Leamington or Oshawa, ON;
“Why do some jobs have greater social status First Nations reserves across Canada) by analysing
or remuneration than others? Who decides the measures of poverty and affluence for those
salary or status of different jobs? What factors communities (e.g., number of people below the
affect these decisions? Do you think there is low-income cut-off, poverty indices, food bank use,
any bias inherent in these decisions? If so, social welfare rolls, housing prices, average income)
what underpins these biases?” “What impact
Sample questions: “Why do different commun-
does where you live have on your economic
ities have different employment rates?” “How
opportunities?”
are youth in different communities affected
by economic fluctuations?” “What are some CIE3M
C4.2 explain how governments, firms, and
communities in Canada in which the dominant
non-governmental organizations respond
industry closed down or cut production? What
to economic inequalities (e.g., tax credits, rent
happened to those communities?”
controls, minimum wages, social assistance, food
banks, corporate-funded or government-subsidized
C4.5 explain how economic models and data are
daycare, public and private funding of social pro-
used to measure social need in Canada and to
grams, programs to upgrade job skills or literacy)
help frame responses to social issues (e.g., issues
Sample questions: “What are some similarities related to poverty, health, crime, education), and
and differences in the ways in which charities describe challenges associated with the use of
and governments respond to the issue of home- these models and data (e.g., the Lorenz curve, the
lessness?” “Why do you think some businesses Gini coefficient, poverty indices, gross domestic
support community initiatives aimed at youth?” product, measures of consumer confidence and
“What impact do you think minimum wages spending)
have on economic equality?” “What is the
Sample questions: “Are economic models
significance of different types of tax credits
and data value free? If not, what are some
for different socio-economic groups?”
assumptions and/or biases that underlie
them?” “What is and is not included in gross
C4.3 assess the effectiveness of income taxes
domestic product?”
and government transfers in reducing income
inequality in Canada (e.g., with reference to the
Child Tax Benefit, social assistance, employment
ECONOMIC CHALLENGES AND RESPONSES

insurance, old age security)

85
 D. INTERRELATIONSHIPS AMONG
Grade 11, University/College Preparation

ECONOMIC CITIZENS

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Producers and Consumers: analyse ways in which producers and consumers participate in the
Canadian economy and some ways in which governments affect this participation (FOCUS ON:
Economic Significance; Cause and Effect)
D2. Government Intervention: analyse various ways in which governments in Canada intervene in
the economy as well as factors that influence this intervention (FOCUS ON: Cause and Effect; Stability
and Variability)
D3. Economic Citizenship: explain the roles, perspectives, and influence of various economic citizens
in Canada (FOCUS ON: Stability and Variability; Economic Perspective)

SPECIFIC EXPECTATIONS
D1. Producers and Consumers Sample questions: “Can Canadian consumers
be confident in the safety of the products they
FOCUS ON: Economic Significance; Cause and Effect purchase? Why or why not?” “What information
appears on food labels? Do you find this infor-
By the end of this course, students will: mation useful? Is there any other information
D1.1 demonstrate an understanding of competition that should be included?” “Does the information
with respect to markets and firms (e.g., perfect in advertisements influence what you purchase?
and imperfect competition, the extent of control How reliable is this information?” “What factors
might affect the quality of the information that
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of the market, the degree of control over price, the

extent of barriers to entry or exit from the market), Health Canada or other government branches
and explain how government regulations relating provide about products?”
to competition in Canada affect producers and
D1.3 describe taxes paid by producers and
consumers
consumers in Canada (e.g., income tax, sales
Sample questions: “What are the similarities tax, goods and services tax, property tax, capital
and differences between monopolistically gains tax, excise tax, corporate tax), and assess
competitive and perfectly competitive markets?” their impact
“What are the similarities and differences
Sample questions: “What is the difference
between oligopolies and monopolies?” “What
between progressive and regressive taxes?
is the significance of the Competition Act and
What differences are there in the impact of
Competition Bureau? How effective do you
these taxes?”
think they are in terms of promoting competition?
What impact do they have on consumers and
D1.4 assess the role of entrepreneurship in the
producers?” “How has government regulation
Canadian economy
with respect to competition affected the tele-
communications or banking sector?” Sample questions: “What is the impact of
entrepreneurs in small towns? How does this
D1.2 assess the sources and quality of information differ from their impact in cities with a larger
available to consumers about products on the population base?”
market in Canada

86
 D2. Government Intervention economic opportunity, mobility rights, eligibility
for social assistance, right to private property, free
FOCUS ON: Cause and Effect; Stability and Variability elementary/secondary education, rights associated
with copyright and patent laws; responsibilities:
By the end of this course, students will:

The Individual and the Economy

to pay taxes; to respect laws relating to business
D2.1 analyse government policy initiatives in regulations, economic transactions, health and
Canada that respond to scarcity (e.g., progressive safety; to understand the role of political, economic,
taxes, income transfers, carbon credits or carbon and social institutions in their lives and commun-
taxes, the Temporary Foreign Worker Program) ities; to engage in local, national, and/or global
communities for the common good)
Sample questions: “How is the value of
externalities, such as pollution arising from Sample questions: “Why are we legally obliged
consumption and production, determined by to pay taxes?” “In what respect is preservation
the government? How might that valuation of public space an economic responsibility?
affect public policy initiatives related to the Why might different groups have differing
environment?” “What impact do regulations perspectives about the conservation of public
that are intended to reduce electricity use have space?” “Is having a job an economic right or
on consumption and prices?” responsibility?” “Why must the government
consult Aboriginal peoples before allowing
D2.2 analyse how governments in Canada respond development on their land?”
to economic problems (e.g., with reference to
changes in taxes, cuts to or increases in spending/ D3.2 explain the responsibilities of individuals,
services, wage/price controls, changes to minimum firms, and government with respect to social
wages or to pension or unemployment benefits), inequities in Canadian workplaces (e.g., to report
including the problems caused by economic discrimination or harassment, to ensure accessibility,
fluctuations (e.g., recession, recovery, boom) to comply with human rights legislation, to enact
and enforce regulations that protect workers’ right CIE3M
Sample questions: “What might happen if a to a safe and harassment-free workplace)
government decided to raise minimum wages
during a recession?” “When and why might D3.3 explain competing perspectives of various
a government consider lowering sales taxes?” economic citizens (e.g., baby boomers, youth,
“Why are governments concerned with the taxpayers, shareholders, business people, people
potential effects of inflation? What are some with disabilities, people from different classes) on
ways in which governments attempt to control the value of government services/expenditures
inflation?” in Canada (e.g., expenditures on health care, social
services, education, pensions, transportation, parks,
D2.3 explain various ways in which governments infrastructure)
in Canada intervene in the economy (e.g., laws
and regulations related to wages and working Sample questions: “What government services
conditions, food safety, competition, health and have a direct impact on your life? How signifi-
safety, environmental protection; farm or corporate cant is this impact? How might your life change
subsidies; marketing boards; tariffs; trade agreements; if these services were not available? Do you
social welfare payments; Crown corporations), think all Canadians place the same value on
and analyse the impact of this intervention these services? If not, why not?”

Sample questions: “Why do some people D3.4 explain ways in which individuals and
INTERRELATIONSHIPS AMONG ECONOMIC CITIZENS
advocate increasing the minimum wage? Why groups, including firms, influence the economic
do others disagree with such a policy? Do you policy of governments in Canada, and assess
think an increase in minimum wages would be the extent of this influence (e.g., with reference
good or bad for the economy?” “What is the to voting, lobbying, financial support for political
economic and social impact of government parties, media support for or criticism of policy,
spending on health care in Canada?” reports/position papers of think tanks, unethical
business practices, promises of investment or
threats or withdrawing investment)
D3. Economic Citizenship
Sample questions: “What are some ways in
FOCUS ON: Stability and Variability; Economic which firms influence government policy?
Perspective Do you think they have too much influence,
or is it commensurate with their economic
By the end of this course, students will: importance?”
D3.1 describe economic rights and responsibilities
of Canadian citizens (e.g., rights: equality of

87
 E. ECONOMIC INTERDEPENDENCE
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Perspectives on Scarcity and Sustainability: analyse competing perspectives on scarcity and
sustainability in Canada and assess their significance (FOCUS ON: Stability and Variability; Economic
Perspective)
E2. Weighing Trade-offs, Making Choices: explain the criteria that governments and firms in
Canada use to weigh trade-offs and make economic choices (FOCUS ON: Cause and Effect; Stability
and Variability)
E3. Economic Globalization: assess the impact of globalization, including international trade and
investment, on the Canadian economy (FOCUS ON: Economic Significance; Economic Perspective)

SPECIFIC EXPECTATIONS
E1. Perspectives on Scarcity and (e.g., environmental groups, mining companies,
Sustainability provincial or federal governments, the courts)

FOCUS ON: Stability and Variability; Economic Sample questions: “What competing beliefs
about scarcity and sustainability underpin the
Perspective
Musqueam Nation’s conflict with the B.C.
By the end of this course, students will: government over fishing rights?” “Why are
there often differences in the perspectives of
E1.1 compare the perspectives of various stake- governments, corporations, and First Nations,
holders with respect to scarcity in Canada and Métis, and/or Inuit people on the development
explain how these perspectives are reflected in of natural resources?” “What are the implications
the policies or positions of these stakeholders for different stakeholders of court decisions on
with respect to economic issues (e.g., with Aboriginal land claims?” “Given the scarcity of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

reference to different political parties; conservative land/resources, what are some of the advantages
and progressive think tanks; the oil and gas industry of collective ownership of property? What are
and the alternative energy sector; corporate and some of the disadvantages of collective and
small-scale or organic farmers; First Nations, Métis, private ownership of property? Do you think
and/or Inuit people; environmental NGOs; advocacy these advantages/disadvantages are the same
groups for the poor; Chambers of Commerce) for First Nations communities as they are for
other groups in Canada? Why or why not?”
Sample questions: “What do the positions of
different stakeholders on the development of
E1.3 compare cooperative and competitive per-
the Alberta oil sands tell you about their views
spectives (e.g., those of cooperatives, multinational
on scarcity and sustainability?” “What are the
corporations, sole proprietorships, social ventures)
key differences between the perspectives of
on the management of scarce resources in Canada
right- and left-wing groups on the allocation
of scarce government resources?” Sample questions: “How do credit unions and
multinational banks distribute profits?” “What
E1.2 analyse how First Nations, Métis, and/or are the similarities and differences between
Inuit people have responded to issues relating corporations and cooperatives in the allocation
to scarce resources (e.g., with reference to land of profits?”
claims, fishing rights, resource development on
and/or environmental degradation of Aboriginal E1.4 explain how firms in Canada respond to
land), and explain similarities and differences issues relating to scarcity of labour and capital
between their responses and those of other (e.g., by offering apprenticeships and/or internships,
groups in Canada, including governments using government funds to help them restructure

88
 jobs or retrain workers, hiring contract workers, recessions, increased competition, changes in trade,
using temporary foreign workers, outsourcing, technological change, shortages of skilled workers)
merging, seeking foreign investment, taking a
Sample questions: “What rationale might a
private firm public or vice versa, cutting costs
company use to continue paying their employees

The Individual and the Economy

of production, moving offshore)
during a closure as a result of a fire or other
Sample questions: “Why are there so many disaster?” “Why might a business decide to
migrant farm workers in Canada?” “What is restructure jobs instead of laying off workers?”
an initial public offering? How can it help raise “Why have some manufacturing and services
capital for a firm that has been held privately?” moved to Asia in the past few decades?”

E2. Weighing Trade-offs, Making E3. Economic Globalization

Choices FOCUS ON: Economic Significance; Economic
FOCUS ON: Cause and Effect; Stability and Variability Perspective

By the end of this course, students will: By the end of this course, students will:

E2.1 explain criteria that firms use in deciding E3.1 assess the impact of globalization on the
how to allocate scarce resources (e.g., when to Canadian economy, with particular reference
hire or lay off workers, whether to invest in new to income inequality in Canada
technology, the amount of funding for research
Sample question: “What impact has the moving
and development, whether to sponsor cultural
of production from Canada to offshore loca-
events or community organizations)
tions had on Canadian manufacturing and the
Sample questions: “What criteria would a communities where such industries were
business use to determine whether to support a located?”
CIE3M
cultural or sports event? What are the potential
benefits of such support? What restrictions do E3.2 assess the advantages (e.g., increased capital,
cigarette companies face with regard to such potential for increased employment) and dis-
sponsorship? Why?” “In what ways might the advantages (e.g., loss of local decision making,
commitment to profits for shareholders influ- loss of profits, corporate decisions that favour head
ence how a corporation allocates its resources?” office over subsidiaries) of foreign investment
and ownership in Canada
E2.2 explain why governments provide financial
Sample questions: “Should Ottawa allow other
support to corporations, non-governmental
countries to own potash mines in Canada?”
organizations, and other groups (e.g., to create
“Why does the Canadian government restrict
jobs and/or prevent loss of jobs, to encourage
foreign ownership of telecommunication
research and development, to promote cultural
companies?”
events, to increase literacy or enhance skills, to
support private programs that provide services to
E3.3 describe key aspects of Canadian trade
specific groups, to enhance their political support)
policy (e.g., with reference to the North American
Sample questions: “What criteria might the Free Trade Agreement, the proposed Canada–
federal government use to determine how to European Union Comprehensive Economic and
allocate grant money to companies researching Trade Agreement, membership in the World Trade
sustainable energy sources?” “Why might Organization, tariffs and subsidies, export of
a government help to subsidize a firm that natural resources, largest trading partners), and
has low profits? Do you think this is a wise explain its impact
investment? Why or why not?” “Why do
Sample questions: “Should Canada sell resources
governments fund service organizations?”
such as asbestos or depleted uranium to countries
that could use them in an unethical manner?”
E2.3 explain business decisions (e.g., layoffs,
ECONOMIC INTERDEPENDENCE

“What are some of the effects of increasing

relocation, outsourcing, technological integration,
trade with China on Canadian society and the
mergers) that may be taken in response to
economy?”
economic challenges and/or fluctuations (e.g.,

89
Analysing Current Economic
Issues, Grade 12
University Preparation CIA4U

This course examines current Canadian and international economic issues, developments,
policies, and practices from diverse perspectives. Students will explore the decisions that
individuals and institutions, including governments, make in response to economic
issues such as globalization, trade agreements, economic inequalities, regulation, and
public spending. Students will apply the concepts of economic thinking and the economic
inquiry process, as well as economic models and theories, to investigate, and develop
informed opinions about, economic trade-offs, growth, and sustainability and related
economic issues.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking
when investigating current Canadian and international economic issues

A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigation, and identify various careers in which a background in economics might be an asset
(continued)

91
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

B. Fundamentals of Economics

B1. Scarcity and Choice: demonstrate an understanding Scarcity is a fundamental How does scarcity affect
of the significance of the concept of scarcity and how it economic problem and the economies of different
influences economic choices and decisions of various has a major impact on regions and countries?
economic stakeholders (FOCUS ON: Economic economic choices and
What factors tend to
Significance; Stability and Variability) decisions.
contribute to economic
B2. Supply and Demand Models: demonstrate an Economists use supply change and stability?
understanding of supply and demand models, including and demand models to
how to apply these models, and of factors that affect analyse and illustrate How do different groups
supply and demand (FOCUS ON: Cause and Effect; factors affecting economic influence economic
Stability and Variability) choices. decision making?

B3. Growth and Sustainability: analyse aspects of Economic growth and Why is it important to
economic growth/development, including its costs, development can have try to find a balance
benefits, and sustainability (FOCUS ON: Cause and Effect; social, cultural, and between different ideas
Economic Perspective) environmental and stakeholders when
consequences. making an economic
decision?
B4. Economic Thought and Decision Making: analyse When making major
how economic and political ideas and various socio- economic decisions, it is
cultural factors affect economic decision making important to consider
(FOCUS ON: Economic Significance; Economic Perspective) different theories and
perspectives.

C. Firms, Markets, and Economic Stakeholders

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

C1. The Firm and Market Structures: demonstrate an Firms and market In what ways has
understanding of markets and theories of the firm structures affect, and are technology changed
(FOCUS ON: Cause and Effect; Stability and Variability) affected by, regulations the dynamic between
and various stakeholders. consumers and producers?

C2. Economic Trade-Offs and Decisions: analyse Every economic decision When investigating a
economic trade-offs from the perspective of different involves a trade-off. current economic issue,
stakeholders, including those in different countries, why is it important to
and how trade-offs influence economic decisions take the perspectives
(FOCUS ON: Economic Significance; Economic Perspective) of different stakeholders
into account?
C3. The Role of Government in Redressing Imbalance: Governments in different
explain ways in which governments, both in Canada countries take different What are some ways in
and internationally, intervene in the economy to approaches to address which governments
help address social needs and economic imbalances economic imbalances and address economic and
(FOCUS ON: Stability and Variability; Economic Perspective) allocate scarce resources. social inequality?

Why might some

governments choose
economic prosperity
over other considerations
when making an economic
decision?

* See page 17 for a discussion of the purpose of big ideas and framing questions.
92
 Analysing Current Economic Issues
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

D. Macroeconomics

D1. Macroeconomic Models and Measures: demonstrate Statistical indicators are What considerations are
an understanding of various macroeconomic models useful tools for comparing missing from some of the
and measures, including indicators used to measure countries and analysing common indicators used
economic inequalities, and assess their usefulness global economic issues. to measure economic
(FOCUS ON: Stability and Variability; Economic Perspective) growth and well-being?

D2. Fiscal Policy: demonstrate an understanding of A government’s fiscal What are some ways in
fiscal policy in Canada, including how it is shaped and policies have an impact on which individuals and/or
its impact (FOCUS ON: Economic Significance; Cause individuals, organizations, groups influence economic
and Effect) and other levels of policies in a country?
government.
How does the Bank of
D3. Monetary Policy: analyse various aspects of The Bank of Canada’s Canada influence financial
monetary policy in Canada and their impact on the monetary policies affect markets?
economy (FOCUS ON: Cause and Effect; Economic financial institutions and CIA4U
Perspective) thus consumer decisions. How do the fiscal policies
of the federal government
affect individuals in
Canada?

E. Global Interdependence and Inequalities

E1. Theories and Models of International Trade: Changes in international Why is it important to
analyse various theories, models, and issues relating to trade practices and be aware of the ethical
international trade (FOCUS ON: Economic Significance; agreements have an and/or environmental
Stability and Variability) impact on the individual implications of trade
consumer. practices?

E2. International Economic Developments: analyse The shifting global How does economic
the impact of some key international economic events economy has an impact globalization affect
and developments as well as various responses to them on how different nations, society, culture, and the
(FOCUS ON: Stability and Variability; Economic Perspective) groups, and individuals environment?
respond to economic
problems. How might an individual
or group address
E3. International Economic Power and Inequality: Economic disparity economic inequality and
explain the main causes and effects of global economic continues to be a national the problems that are
disparities and assess the effectiveness of responses to and international problem. associated with it?
these disparities (FOCUS ON: Cause and Effect; Economic
Perspective) How do people create
economic change?
OVERVIEW

93
 A. ECONOMIC INQUIRY AND SKILL
DEVELOPMENT
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when
investigating current Canadian and international economic issues;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigation, and identify various careers in which a background in economics might be an asset.

SPECIFIC EXPECTATIONS
A1. Economic Inquiry A1.3 assess the credibility of sources, data,
evidence, and information relevant to their
Throughout this course, students will: investigations (e.g., by considering how the
data or information was constructed; the accuracy
A1.1 formulate different types of questions to
and/or context of the evidence; the intended
guide investigations into current national and
audience; the bias, purpose, values, and/or
global economic issues (e.g., factual questions:
expertise of the author)
What type of economic system does Sweden have?;
comparative questions: How do the Human Sample questions: “Whose point of view is
Development Index and gross domestic product represented in this source? How do you know?
of Canada compare to those of countries with Does this person or group have a vested interest
emerging economies?; causal questions: What in the issue being addressed? If so, do you
factors affect supply and demand?) think this affects the reliability of the source?”
“How might you assess the reliability of statistics
A1.2 select and organize relevant data, evidence, from online sources?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and information on current Canadian and

international economic issues from a variety of A1.4 interpret and analyse data, evidence, and
primary and secondary sources (e.g., primary: information relevant to their investigations,
data from Statistics Canada or international using various tools, strategies, and approaches
statistical agencies, forecasts from international appropriate for economic inquiry (e.g., interpret
financial institutions, government budgets, treatises data in a graph on the economic impact of a
by economists; secondary: articles; business reports; government policy; interpret the information on
documentaries or other films; newspapers; income inequality presented in a Lorenz curve; use
websites of governments, businesses, and/or a Venn diagram or other graphic organizer to help
non-governmental organizations), ensuring that them compare two different economic theories;
their sources reflect a range of perspectives analyse data to test a particular economic theory)
Sample questions: “If you wanted to compare Sample questions: “What does this graph
economic data on different countries, what reveal about supply and demand?” “What
types of sources might you consult? What types criteria might you use to assess monetary
of data can you obtain from these sources? What policy in Canada? Why did you choose these
economic indicators do they report on? Where criteria?” “What type of graphic organizer do
might you find data on alternative economic you think would be most useful in helping you
indicators?” “If you were investigating the compare different market structures?”
environmental impact of a particular company
or industry, why would it be important to A1.5 use the concepts of economic thinking (i.e.,
consult sources in addition to the company’s economic significance, cause and effect, stability
website and reports?” and variability, and economic perspective) when
analysing and evaluating data, evidence, and

94
 information and formulating conclusions and/ A1.9 use appropriate terminology when com-
or judgements about current Canadian and municating the results of their investigations
international economic issues (e.g., use the (e.g., vocabulary specific to their inquiry topics;
concept of economic significance to help them terminology related to economics and the concepts

Analysing Current Economic Issues

determine the impact of government spending on of economic thinking)
individuals and/or businesses; take the concept of
cause and effect into consideration when analysing
supply and demand in relation to non-renewable A2. Developing Transferable Skills
natural resources; apply the concept of stability
Throughout this course, students will:
and variability when analysing changes to the
global balance of economic power; use the concept A2.1 describe ways in which economic investiga-
of economic perspective when analysing the costs tions can help them develop skills, including
and benefits of a trade agreement to ensure that the essential skills in the Ontario Skills Passport
they consider how the agreement has affected (e.g., reading texts, writing, document use, computer
different groups) use, oral communication, numeracy skills) and
Sample questions: “What criteria would you skills related to financial literacy, that can be
use to determine the economic significance transferred to postsecondary opportunities,
of a policy?” “Why might it be appropriate to the world of work, and everyday life
apply the concept of economic perspective
when analysing the rights of workers? How A2.2 apply in everyday contexts skills and
might this concept deepen your analysis of work habits developed through economic
these rights? What other concepts of economic investigations (e.g., use skills related to budgeting,
thinking might be relevant? Why?” or weighing opportunity costs, to help them make
responsible financial decisions; analyse trade-offs
A1.6 evaluate and synthesize their findings to to make informed consumer decisions; analyse the
formulate conclusions and/or make informed meaning of statistics in a news report; apply work CIA4U
judgements and/or predictions about the habits such as collaboration to help them deal with
economic issues they are investigating conflict and build consensus, or self-regulation
to monitor their progress towards a particular
Sample questions: “What conclusions did financial goal)
you reach about the causes of global economic
inequality? What evidence supports your A2.3 apply the concepts of economic thinking
conclusions? Did you find evidence that did when analysing current events involving
not support your conclusion? What made you economic issues (e.g., the release of a new report
decide that your other findings outweighed this on inequitable distribution of wealth in the world
evidence?” or on child labour; demonstrations in support of
First Nations land claims; a major accident at a
A1.7 communicate their ideas, arguments, and sweatshop in the developing world; a new trade
conclusions using various formats and styles, agreement that concerns Canada; a new political
as appropriate for the audience and purpose conflict with potential economic impact; changes to
(e.g., a report, including tables and graphs, on government policy regarding carbon emissions) in
the economic impact of globalization; a persuasive order to enhance their understanding of these
essay on ways to address global economic disparities; events and their role as informed citizens
a presentation on trends in international trade; a
seminar on issues associated with macroeconomic Sample questions: “What are the positions
indicators; a debate on the value of different economic of different stakeholders with respect to the
ECONOMIC INQUIRY AND SKILL DEVELOPMENT
theories; a web page on the costs of black and grey building of energy pipelines in Canada? How
markets; a blog discussing global environmental might applying the concepts of economic
issues associated with economic development) perspective and cause and effect help you
deepen your understanding of this issue?”
A1.8 use accepted forms of documentation (e.g.,
footnotes or endnotes, author/date citations, reference A2.4 identify various careers in which in which
lists, bibliographies, credits) to reference different the skills learned in economics might be useful
types of sources (e.g., articles, blogs, books, films, (e.g., accountant, banker, economist, educator,
online documents, statistical reports, tables and entrepreneur, financial consultant, fundraiser,
graphs, websites) human resources manager, journalist, lawyer,
policy analyst, politician)

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 B. FUNDAMENTALS OF ECONOMICS
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Scarcity and Choice: demonstrate an understanding of the significance of the concept of scarcity
and how it influences economic choices and decisions of various economic stakeholders (FOCUS ON:
Economic Significance; Stability and Variability)
B2. Supply and Demand Models: demonstrate an understanding of supply and demand models,
including how to apply these models, and of factors that affect supply and demand (FOCUS ON:
Cause and Effect; Stability and Variability)
B3. Growth and Sustainability: analyse aspects of economic growth/development, including its costs,
benefits, and sustainability (FOCUS ON: Cause and Effect; Economic Perspective)
B4. Economic Thought and Decision Making: analyse how economic and political ideas and various
sociocultural factors affect economic decision making (FOCUS ON: Economic Significance; Economic
Perspective)

SPECIFIC EXPECTATIONS
B1. Scarcity and Choice B1.3 demonstrate an understanding of production
possibilities curves (PPCs) and how they can
FOCUS ON: Economic Significance; Stability and be used to guide economic decisions about the
Variability allocation of scarce resources (e.g., decisions
about how to achieve full employment; trade-offs
By the end of this course, students will: with respect to the production of consumer goods
and capital goods; whether to invest in new
B1.1 compare, with reference to specific countries,
technology, given its likely impact on production)
how different economic systems (i.e., market,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

mixed, traditional, command) answer the three Sample questions: “Why do economists often
fundamental economic questions about produc- use ‘guns’ and ‘butter’ as alternatives when
tion (i.e., what, how, and for whom to produce) explaining PPCs? What do these goods signify?”
Sample questions: “How would you characterize
B1.4 explain how the concepts of scarcity and
the economic systems of Canada, Cuba, and
opportunity costs influence economic decisions,
Sweden? What impact do these systems have
at both the personal and societal levels (e.g., the
on how these countries make decisions about
opportunity costs of going to university or college
production?”
or of entering the workforce after high school; the
allocation of limited government resources to
B1.2 explain, using both normative and positive
infrastructure, education, or health care)
economic analysis, the interrelationship
between needs/wants, production decisions, Sample questions: “What is the relationship
and consumer choices and decisions between scarcity and opportunity costs?”
“What are some economic decisions in your
Sample questions: “How might normative
own life and/or that of your family in which
and positive economic analyses differ in their
opportunity costs were assessed in order to
assessment of the role of planned obsolescence?”
reach a decision?”
“What role does marketing play in production
decisions? What impact can marketing/adver-
B1.5 explain the costs and benefits of some
tising have on people’s wants and what they
individual financial choices (e.g., saving for
may perceive to be their needs?” “If positive
the future or spending money now, getting a
economic analysis focuses on facts, how can
student line of credit or a student loan, enrolling
positive analyses of the same issue reach
in postsecondary education or taking employment,
different conclusions or support different
renting or buying a home)
economic decisions?”
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 B2. Supply and Demand Models used in a sustainable way?” “What are some
ways in which governments try to ensure that
FOCUS ON: Cause and Effect; Stability and Variability there are enough skilled workers to support
economic development?”

Analysing Current Economic Issues

By the end of this course, students will:

B2.1 demonstrate an understanding of models of B3.2 analyse issues associated with the efficient use
supply and demand, including price elasticity, of the factors of production and the relationship
and apply these models to analyse selected between efficiency, growth, and sustainability
economic decisions (e.g., how the relocation of manufacturing from
Canada to China to maximize efficient use of
Sample questions: “In supply and demand capital has affected workers in Canada and the
models, what factors influence equilibrium?” environment in China; how economies of scale
“Why might a government institute price associated with mass production can result in
controls on certain commodities?” “How might lower prices for consumers but put pressure on
issues related to supply and demand influence small producers)
the decision of an individual to move from a
First Nation reserve to an urban centre?” Sample questions: “Does economic efficiency
guarantee sustainability? Why or why not?”
B2.2 explain how various factors, including “What are the implications of measuring
taxation, affect supply and demand (e.g., economic efficiency solely in terms of money?
technology, advertising, weather, shortages of What other criteria might one use to assess
raw materials or labour, price, land transfer tax, efficiency? Does changing the criteria by
sales and/or goods and services taxes) which one might measure efficiency change
the relationship between efficiency and
Sample questions: “What might be the impact sustainability?”
of taxes on products of different price elasticity?
Why might the government choose to tax these B3.3 assess the benefits and costs, including CIA4U
products differently?” “What are some factors the environmental costs, of economic growth
that affect the supply of and demand for oil?” (e.g., with reference to job creation, loss of jobs
as a result of relocation offshore or technological
B2.3 use supply and demand models to analyse changes, increase in gross domestic product [GDP],
consumer decision making (e.g., how effective technological innovation, new products, increasing
marketing or a change in the price of a product can consumerism, corporate consolidation and growth of
affect consumer demand; how scarcity in the supply multinational corporations, overfishing, deforesta-
of a product can enhance the status associated with tion, air and water pollution, climate change)
ownership; how the number and type of alternative
products available can affect consumers’ decisions) Sample questions: “What are some of the
environmental costs of economic growth?
Sample questions: “Why do people line up Can there be environmental benefits to such
for hours to purchase the latest game system growth?” “When you analyse examples of
or smartphone?” “Why are all new cars not economic growth in a region or country, does
hybrids?” “What external and internal factors everyone seem to benefit? If not, who is most
might affect a consumer’s decision about which likely to benefit? Who is least likely?” “Are the
running shoes to purchase?” benefits of economic growth largely economic
or do they benefit other areas of life as well?”
B3. Growth and Sustainability B3.4 explain the concepts of negative and positive
FOCUS ON: Cause and Effect; Economic Perspective externalities, and apply these concepts when
analysing the third-party costs and benefits of
By the end of this course, students will: various policies, including those intended to
enhance environmental sustainability
B3.1 describe the factors of production (i.e., labour,
FUNDAMENTALS OF ECONOMICS

capital, land, entrepreneurship), and analyse Sample questions: “What negative externalities
the implications of the scarcity of these factors are associated with the tobacco industry? Who
for sustainable development bears the costs associated with these externalities?
What are some government policies that attempt
Sample questions: “What does ‘land’ comprise to reduce these costs?” “What are the positive
when it is considered as a factor of production? and negative externalities associated with
What are the implications of the scarcity of the constructing dedicated bicycle lanes in a city?”
components of land for economic development?
What might be the long-term effect if land is not

97
 B4. Economic Thought and Decision B4.3 analyse ways in which sociocultural factors
Making (e.g., class, gender, ethnicity, age, education, beliefs
and values, the media) and the influence of
FOCUS ON: Economic Significance; Economic political-economic stakeholders (e.g., firms,
Perspective
Grade 12, University Preparation

lobby groups, think tanks, unions, interest groups)

affect economic decisions
By the end of this course, students will:
Sample questions: “How and why might
B4.1 explain the key ideas of a variety of prominent a person’s class affect his or her economic
economic theorists (e.g., Adam Smith, Thomas decisions?” “In what ways do the economic
Malthus, Karl Marx, Henry George, John Maynard decisions of young people tend to differ from
Keynes, John K. Galbraith, Deirdre McCloskey, those of older people?” “What are some ways
Mahbub ul Haq, Marilyn Waring, Paul Romer, in which interest groups try to influence gov-
Judith Maxwell, Thomas Piketty, Thomas Sowell, ernment economic policy? Do some groups
Elinor Ostrom, Dambisa Moyo), and assess the have more influence than others? If so, why?”
extent to which they influence current economic
thought
Sample questions: “What are some differences
among economic theorists regarding government
intervention in the economy?” “What arguments
do different economists make for how we should
respond to poverty?” “How influential are
Keynesian ideas today?”

B4.2 explain how governments with different

political perspectives (e.g., fascist, neoliberal,
socialist, communist) respond to economic
challenges, including the allocation of limited
resources among competing interests
Sample questions: “What are the main differences
between neoliberal and communist responses
to economic challenges? What are some policies
in the United States and China that reflect these
differences?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

98
C. FIRMS, MARKETS, AND ECONOMIC
STAKEHOLDERS

Analysing Current Economic Issues

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. The Firm and Market Structures: demonstrate an understanding of markets and theories of the
firm (FOCUS ON: Cause and Effect; Stability and Variability)
C2. Economic Trade-Offs and Decisions: analyse economic trade-offs from the perspective of different
stakeholders, including those in different countries, and how trade-offs influence economic decisions
(FOCUS ON: Economic Significance; Economic Perspective)
C3. The Role of Government in Redressing Imbalance: explain ways in which governments, both in
Canada and internationally, intervene in the economy to help address social needs and economic
imbalances (FOCUS ON: Stability and Variability; Economic Perspective)

SPECIFIC EXPECTATIONS CIA4U

C1. The Firm and Market Structures Sample questions: “What impact does rapidly
changing personal digital/communications
FOCUS ON: Cause and Effect; Stability and Variability technology have on markets?” “How has online
shopping affected consumer choices?” “What
By the end of this course, students will:
role does the Internet play in the peer-to-peer
C1.1 explain the main similarities and differences exchanges that characterize the sharing
between various types of firms (e.g., sole propri- economy?”
etorships, private limited companies, partnerships,
C1.4 explain ways in which businesses are
cooperatives, Crown corporations, multinational
regulated in different countries (e.g., regulations
corporations, not-for-profit companies)
against insider trading, fraudulent practices,
C1.2 describe various types of market structures discriminatory hiring practices; environmental,
(e.g., monopoly, perfect competition, oligopoly, labelling and signage, accessibility, health and
monopolistic competition) and assess their safety regulations; minimum wages; working
advantages and disadvantages for different conditions; antitrust legislation; marketing boards),
stakeholders and assess the impact of this regulation on
businesses, markets, workers, and consumers
Sample questions: “What are the advantages
Sample questions: “What are some ways in
FIRMS, MARKETS, AND ECONOMIC STAKEHOLDERS
and limitations of a monopoly and a firm
in perfect competition?” “How do firms in which competition regulation in Canada has
different market structures reach and maintain affected business?” “How does regulation of
equilibrium?” “How would you characterize business affect consumer choices?” “How are
the Organization of the Petroleum Exporting international trade opportunities affected by
Countries (OPEC) with respect to its market national and local business regulations? Why
structure? What impact does the organization might a foreign investor choose not to invest
have on prices and consumer behaviour?” in a country with complicated or seemingly
arbitrary business regulations?” “Why do some
C1.3 analyse how new technology has affected countries have weaker health and safety and/or
markets and consumers (e.g., with reference environmental regulations than others?”
to e-tail, e-commerce payment systems, planned
obsolescence of electronics, consumers’ digital C1.5 describe changes in the economic influence
footprints and concerns about privacy, availability of markets and the public sector in Canada, and
of information on companies and products on the assess the impact of these changes (e.g., with
Internet) references to changes in the availability of public

99
 services, deregulation, privatization of some services modified seeds/foods and their impact on eco-
and/or Crown corporations) systems; firms that invest in the development
of non-renewable resources and those that fund
Sample questions: “What changes have there
research on alternative energy)
been in the past few decades with respect to the
Grade 12, University Preparation

balance between markets and the public sector? Sample questions: “Why did Ottawa initially sign
Do you think there are any goods or services the Kyoto Protocol? Why did it subsequently
that are currently produced in the public sector withdraw from it?” “How do carbon taxes try
that should be open to markets? Why or why to address the environmental impact of economic
not? What might be the impact of increased growth? Why are they controversial?” “How do
privatization?” different stakeholders view the privatization
and/or sale of water?”
C1.6 analyse, from the perspectives of individuals,
firms, and governments, the trade-offs associated C2.3 evaluate the impact of some key socio-
with economic activity in grey and black markets economic trends on economic policy in different
(e.g., illegal downloading and other types of copy- countries (e.g., trends related to income inequality,
right infringement, tax evasion, unreported work pensions, unemployment, aging populations in
or work done by undocumented workers) some countries, gender roles/relations, immigration,
increasing public debt)
Sample questions: “Why are activities in black/
grey markets not included in gross domestic Sample questions: “How are different govern-
product (GDP)? What is the significance of this ments addressing trends related to labour
omission?” “What are the costs and benefits of shortages? What impact do policies with
grey markets for consumers?” “What impact respect to migrant workers have in these
does the underground economy have on countries?” “How does an increase in public
government revenues? How can this affect debt affect the policy options and decisions
the citizens of a country?” of various governments?”

C2.4 assess some responses, or possible responses,

C2. Economic Trade-offs and Decisions to current economic issues, using cost/benefit
analysis (e.g., the cost and benefits of carbon taxes,
FOCUS ON: Economic Significance; Economic
oil/gas pipelines, child labour, sweatshops, high
Perspective
housing costs, foreign debt relief)
By the end of this course, students will: Sample questions: “What are the costs and
benefits of plans to build North American
C2.1 demonstrate an understanding of economic energy pipelines? Why is it important to take
trade-offs (e.g., whether to buy a car or a transit the perspectives of different stakeholders –
pass, to rent an apartment or buy a house, to send
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

such as the oil/gas industry, manufacturers

a child from an impoverished family to school or relying on such energy, environmentalists,
to work, to pay down government debt or increase and First Nations, Métis, and/or Inuit peoples –
government spending on infrastructure or social into account when analysing these costs and
services), and explain their significance for benefits?”
individuals and society
Sample questions: “What are some ways in
which economic trade-offs might differ for the C3. The Role of Government in
average person in developing and developed Redressing Imbalance
countries?” “How might the cost of childcare FOCUS ON: Stability and Variability; Economic
affect the decision of parents regarding paid Perspective
employment?”
By the end of this course, students will:
C2.2 analyse how different stakeholders view
the trade-off between economic growth and C3.1 explain how economic factors influence the
concerns for the environment (e.g., with reference allocation by governments, both in Canada and
to coal-fired electrical plants to support manufac- internationally, of scarce resources to address
turing in China and concerns about air quality; social needs (e.g., access to education, health care,
debates about the economic and environmental and housing; support services for disabled people,
impact of the North American energy pipelines immigrants, poor people)
and/or the continuing development of the Alberta
Sample questions: “Why are flu-shot clinics set
oil sands; the expansion of farmland at the expense
up in Ontario during flu season? What economic
of rain forest; innovations such as genetically

100
 considerations underlie this practice?” “Why C3.3 explain the role and rights of workers as well
do governments offer student loans for as the role of governments, both in Canada and
postsecondary education?” internationally, in shaping and enforcing these
rights (e.g., with reference to collective bargaining

Analysing Current Economic Issues

C3.2 explain programs and policies of governments rights, the Rand formula in Canada and labour
in various countries designed to narrow income legislation in other countries, minimum wages,
inequality (e.g., progressive income tax, child tax maximum hours, health and safety legislation,
credits, micro loans, affirmative action, educational regulations against discrimination and harassment,
policies, employment insurance, social assistance), child labour laws)
and assess their effectiveness
Sample questions: “How do the rights of
Sample questions: “What are some government workers to unionize differ in the United States,
strategies designed to respond to homelessness Canada, and France?” “What is the purpose of
in Canada? How are these similar to or different collective bargaining? What is the significance
from strategies in some other countries?” “What of the right to collective bargaining for unionized
impact do government microcredit programs workers?” “What are some differences in the
have on the standard of living of individuals rights of workers around the world? What impact
and their communities?” do these differences have on their lives?”

CIA4U

FIRMS, MARKETS, AND ECONOMIC STAKEHOLDERS

101
 D. MACROECONOMICS
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Macroeconomic Models and Measures: demonstrate an understanding of various macroeconomic

models and measures, including indicators used to measure economic inequalities, and assess their
usefulness (FOCUS ON: Stability and Variability; Economic Perspective)
D2. Fiscal Policy: demonstrate an understanding of fiscal policy in Canada, including how it is shaped
and its impact (FOCUS ON: Economic Significance; Cause and Effect)
D3. Monetary Policy: analyse various aspects of monetary policy in Canada and their impact on the
economy (FOCUS ON: Cause and Effect; Economic Perspective)

SPECIFIC EXPECTATIONS
D1. Macroeconomic Models and Sample question: “Which economic model
Measures best reflects the economic realities and choices
facing people with low incomes?”
FOCUS ON: Stability and Variability; Economic
Perspective D1.4 assess the strengths and weaknesses of
various macroeconomic indicators (e.g., GDP,
By the end of this course, students will: gross national income [GNI], consumer price
index, unemployment rate)
D1.1 demonstrate an understanding of the business
cycle model (e.g., recession, depression, peak, Sample questions: “How does the fact that
recovery, expansion) and various economic unemployed workers who stop looking for
indicators (e.g., employment, gross domestic work are not counted in unemployment rates
product, inflation) affect the accuracy of this economic indicator?”
“What are the implications of what ‘counts’ and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Sample questions: “Are gains/losses within the

does not ‘count’ in economic indicators? What
business cycle proportionate for all groups of
is the significance of counting paid domestic
people in the general population?” “Why is
work but not unpaid housework, or of not
GDP used as a reflection of the health of an
counting volunteer work, in GDP?” “What
economy?” “Why do economists advocate a
are the limitations of using GDP as the basis
low and steady rate of inflation?”
for economic policy?”
D1.2 use an aggregate demand and aggregate
D1.5 describe alternative measures and models
supply model to analyse how government
of economic growth and well-being that are
macroeconomic policies can be used to achieve
not based on the System of National Accounts
economic aims (e.g., low inflation, stable growth,
(e.g., Human Development Index, Genuine Progress
high levels of employment)
Indicator, happiness indicators, low-growth model),
Sample questions: “How might changes to and assess their usefulness
the tax system influence the level and growth
Sample questions: “In what ways do alternative
of aggregate demand?” “Why does the Bank of
economic measures attempt to address short-
Canada have an inflation control target?”
comings of traditional economic indicators?
Which do you think are more useful or realistic –
D1.3 explain how economists measure and
the traditional or alternative measures? Why?”
represent standards of living and distribution
of income (e.g., with reference to the Lorenz curve,
Gini coefficient, low-income cut-off, market basket
measure)

102
 D2. Fiscal Policy plans and/or employment insurance, changes in
transfer payments to provinces, Canada Mortgage
FOCUS ON: Economic Significance; Cause and Effect and Housing Corporation policy, eco fees, income
and corporate tax rates, tariffs)

Analysing Current Economic Issues

By the end of this course, students will:
Sample questions: “What impact might govern-
D2.1 assess the significance of factors that influence ment requirements regarding down payments
fiscal policy decisions in Canada (e.g., political have on potential homeowners?” “What are the
business cycle; economic cycle; demands from potential economic benefits and costs to people
stakeholders; poverty; responsibilities for health and companies of a cut in federal corporate tax
care, education, programs in Aboriginal communities, rates?” “Why might a government use tax credits
and other services; resource development/manage- to stimulate housing construction? What impact
ment; infrastructure needs) might such a policy have?” “Why might the
Sample questions: “What factors might a federal government consider raising Employment
government consider when deciding how to Insurance (EI) premiums? How might such a
allocate funding for infrastructure development? policy affect firms and workers?”
How significant would the impact on the
economy be as a criterion?”
D3. Monetary Policy
D2.2 describe ways in which individuals and FOCUS ON: Cause and Effect; Economic Perspective
groups influence macroeconomic policies, and
assess the effectiveness of their actions (e.g., with By the end of this course, students will:
reference to voting, signing petitions, donating
money to political parties or interest groups, D3.1 analyse the role of the Bank of Canada, with
raising awareness of issues through social media, a particular emphasis on monetary policy (e.g.,
writing elected representatives, lobbying, boycotts with reference to the money supply, interest rates,
or buycotts, engaging in political protest) reserve ratio, exchange rates, its role in responding CIA4U
to economic challenges such as recession or inflation)
Sample questions: “What impact have boycotts
of certain tuna products had on trade?” “How Sample questions: “How does the Bank of
effective are lobby groups, such as those repre- Canada create money through its lending
senting the auto industry or petroleum firms, practices?” “What monetary policy options
in influencing Canadian economic policies?” does the Bank of Canada governor have to
respond to a recession?”
D2.3 analyse how political and economic institu-
tions (e.g., governments, Crown corporations, D3.2 analyse the form and function of money in
banks, industry) respond to economic change Canada’s economy and how monetary policy
in Canada (e.g., moral suasion, public-private affects the Canadian economy
partnerships, regulation) Sample questions: “How do market forces
Sample questions: “What are some ways in affect commercial lending rates? What impact
which governments respond to grey and black can changes in these rates have on the economy?”
markets? How effective do you think these “How can a change in interest rates affect
responses are in reducing the economic impact exchange rates and trade?”
of these markets?” “What action have govern-
ments in Canada taken in response to increases D3.3 analyse the role of financial institutions in
in unemployment?” “Why might a firm change Canada (e.g., big banks, near banks, brokerage
its marketing strategies and/or research and firms, credit unions)
development aims in response to an aging Sample questions: “How do financial institutions
population or other demographic shift?” generate money through loans?” “Why might
you want to know the reserve ratio for various
D2.4 explain how fiscal policies of governments banking institutions before you place your
in Canada influence the economic decisions of money in them?” “Why might an investor use
individuals and organizations, and analyse the a brokerage firm instead of making his or her
macroeconomic consequences of some of these own investment choices?”
policies (e.g., with reference to changes to pension
MACROECONOMICS

103
 E. GLOBAL INTERDEPENDENCE AND
INEQUALITIES
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Theories and Models of International Trade: analyse various theories, models, and issues relating
to international trade (FOCUS ON: Economic Significance; Stability and Variability)
E2. International Economic Developments: analyse the impact of some key international economic
events and developments as well as various responses to them (FOCUS ON: Stability and Variability;
Economic Perspective)
E3. International Economic Power and Inequality: explain the main causes and effects of global economic
disparities and assess the effectiveness of responses to these disparities (FOCUS ON: Cause and Effect;
Economic Perspective)

SPECIFIC EXPECTATIONS
E1. Theories and Models of Sample questions: “Why might a free trade
International Trade agreement define ‘dolphin safe’ tuna labels as a
trade barrier? With respect to this issue, do you
FOCUS ON: Economic Significance; Stability and think that ethical/environmental or economic
Variability considerations should be paramount?”

By the end of this course, students will: E1.4 analyse the objectives and influence of
a variety of trade agreements and political/
E1.1 demonstrate an understanding of key aspects
economic organizations that focus on trade
of trade theories (e.g., absolute advantage, national
(e.g., North American Free Trade Agreement,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

comparative advantage, new trade theory) and

Free Trade Area of the Americas, World Trade
explain how they are reflected in international
Organization, G20, European Union, Association
trading practices
of Southeast Asian Nations, Asia-Pacific Economic
Sample questions: “According to the theory of Cooperation)
comparative advantage, what impact does free
Sample questions: “Who do you think are the
trade have on border communities?” “According
greatest beneficiaries of international trade
to new trade theory, why did protectionism
agreements? Who has not benefited from these
have a positive impact on the Japanese auto
agreements?” “Why do political protests often
industry in the 1990s?”
accompany G20 meetings?”
E1.2 demonstrate an understanding of exchange
rate regimes (i.e., fixed, managed, and floating E2. International Economic
exchange rates) and how they influence the Developments
terms of trade
FOCUS ON: Stability and Variability; Economic
Sample questions: “What are the main differences
between exchange rate regimes? How might Perspective
the type of exchange rate adopted by a country
By the end of this course, students will:
affect its terms of trade?” “Why was China the
last large economy to use a fixed exchange rate?” E2.1 explain how globalization influences economic
decisions of individuals, firms, and governments
E1.3 assess trade models and practices (e.g., fair (e.g., with reference to closing manufacturing
trade, free trade agreements, trade barriers, marketing companies in North America and moving them to
boards) with reference to both economic and Asia, use of temporary foreign workers in Canada,
ethical criteria
104
 relaxing of environmental and/or worker protections of natural resources, private control or ownership
or lowering of corporate taxes to attract investment, of natural resources, lack of infrastructure, lack of
availability of cheap consumer goods produced access to markets in developed countries; effects:
offshore, consumer backlash and the development imbalance of power, high infant and maternal

Analysing Current Economic Issues

of the buy-local movement) mortality rates, lower life expectancy, homelessness
or substandard housing, lack of access to education
Sample questions: “How has globalization
and health care, hunger, social conflict)
facilitated the international reach of agribusiness?
What impact has this had on smaller local Sample questions: “When you analyse data on
producers and on consumer choice?” international economic disparity, what patterns
do you notice?” “What criteria would you use to
E2.2 explain the significance of a variety of inter- rank the causes of global economic disparities?”
national events/developments (e.g., natural “How do the effects of economic marginalization
disasters, war, terrorism, changes in governments, contribute to its perpetuation?”
technological changes, increasing international
debt) and policies (e.g., with respect to trade, the E3.2 assess responses to economic disparity
environment, energy, security) for the Canadian by various intergovernmental organizations
economy (e.g., United Nations Educational, Scientific and
Cultural Organization [UNESCO], United Nations
E2.3 describe Canadian government responses to Development Fund for Women [UNIFEM], United
global economic challenges that affect stability Nations Development Programme, World Health
(e.g., shifts in the global balance of power, global Organization, International Monetary Fund [IMF],
recession, reliance on oil from the Middle East or World Bank)
other unstable geopolitical areas, misuse of aid by
Sample questions: “Why does UNIFEM advocate
corrupt regimes, increasing gap between rich and
extending more microcredit to women in
poor), and assess their effectiveness
low-income countries? Do you think these
Sample questions: “What criteria were used by microcredit programs are effective? Why CIA4U
the federal and Ontario governments to justify or why not?” “What are the Millennium
bailing out auto manufacturers in 2009? What Development Goals? What progress has been
criteria would you have used? How would you made with respect to these goals? Have some
evaluate the 2009 bailouts?” seen more progress than others?”

E2.4 describe ways in which individuals and E3.3 explain how various social movements
groups attempt to address problems related and social justice organizations address global
to international economic activities (e.g., child economic inequality, and assess their effectiveness
labour, environmental degradation, human rights (e.g., with reference to Make Poverty History,
violations, copyright violations, poor working the International Labour Organization, the Third
conditions), and assess their effectiveness World Network; Occupy, antiglobalization,
Sample questions: “How effective do you environmental, indigenous rights, seed-saving,
think boycotts are in term of changing business fair-trade, feminist, anti–child labour movements)
practices? Do you think the use of social media Sample questions: “In what ways are responses
can improve the effectiveness of boycotts or of social justice organizations to global economic
buycotts?” “How effective do you think Idle inequality different from those of the IMF? Which
No More or other indigenous movements have do you think are more effective? Why?”
been in raising awareness about the erosion on
a global scale of environmental protection of GLOBAL INTERDEPENDENCE AND INEQUALITIES
publicly held and/or managed resources?”

E3. International Economic Power and

Inequality
FOCUS ON: Cause and Effect; Economic Perspective

By the end of this course, students will:

E3.1 analyse data on global economic disparities

and explain the main causes and effects of
economic marginalization (e.g., causes: illiteracy,
gender inequality, colonial legacies, capitalism, lack

105
Making Personal Economic
Choices, Grade 12
Workplace Preparation CIC4E

This course provides students with a fundamental understanding of a variety of key

economic issues and practices, helping them develop their ability to make informed
economic choices in their day-to-day lives. Students will examine practical financial
matters, such as personal budgeting, taxes, credit and debt, and savings and investment,
as well as various economic issues, such as those related to the underground economy,
economic inequality, and consumer behaviour. Students will apply the concepts of economic
thinking, the economic inquiry process, and economic models to investigate various
economic issues and structures and to analyse the impact of economic decisions, including
their own decisions, at the individual, community, and national levels.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied,
or the locally developed compulsory course (LDCC) in Canadian history

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking
when investigating economic issues, including those related to personal economic choices

A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigation, and identify some careers in which a background in economics might be an asset
(continued)

107
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, Workplace Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

B. Developing Financial Literacy

B1. Financial Goals and Financial Planning: explain Sound financial planning What is the difference
how various factors can affect individuals’ financial involves a number of key between a need and
plans and goals (FOCUS ON: Cause and Effect; Economic principles. a want?
Perspective)
What factors can affect a
B2. Savings, Credit, and Debt: demonstrate an Personal financial choices person’s financial goals?
understanding of some key considerations relating can affect an individual’s
to savings, credit, and debt (FOCUS ON: Economic ability to secure credit. Why is it important to
Significance; Cause and Effect) start saving early?
There are positive and
negative aspects to Why is it important to
personal debt. understand different
types of credit and debt?
B3. Taxes and Government Expenditures: explain some Governments raise
ways in which governments in Canada raise revenue, revenue in various ways. What are some key ways
with particular emphasis on personal income tax, and in which governments in
Some government Canada use tax revenue?
analyse the purpose of government expenditures
expenditures are intended
(FOCUS ON: Economic Significance; Stability and Variability)
to address socio-economic
inequality in Canada.

C. Economic Fundamentals

C1. Scarcity and Choice: demonstrate an understanding Scarcity is a basic What impact does scarcity
of scarcity and some other key economic concepts, and economic problem. have on your own and
analyse how they affect economic decision making others’ economic decisions?
(FOCUS ON: Economic Significance; Stability and Variability)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Why might stakeholders

C2. Understanding the Canadian Economy: Households, businesses, differ in their assessment
demonstrate an understanding of some economic and governments all of the costs and benefits
concepts and how they are related to key aspects of the contribute to Canada’s of organized and
Canadian economy (FOCUS ON: Stability and Variability; economy. unorganized labour?
Economic Perspective)
How do entrepreneurs
C3. The Role of Labour: analyse the role of labour in Workers in Canada contribute to the Canadian
the Canadian economy (FOCUS ON: Cause and Effect; have both rights and economy?
Economic Perspective) responsibilities.
Why might different
C4. Stakeholders’ Views on Economic Issues: analyse Different stakeholders can stakeholders have different
a variety of economic issues from the perspectives of have different perspectives perspectives on economic
different stakeholders (FOCUS ON: Stability and Variability; on economic issues. issues that affect the
Economic Perspective) environment?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

108
 Making Personal Economic Choices
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Economic Thinking

D. Markets, Consumers, and Producers

D1. Market Fundamentals: analyse, with reference to There are many ways How does scarcity affect
both producers and consumers, how a variety of factors in which people can the price of a product?
affect markets (FOCUS ON: Cause and Effect; Economic exchange goods and
How do producers
Perspective) services.
create demand for
Markets are affected by their products?
supply and demand as
How do consumers
well as by the decisions of
affect the economy?
consumers and producers.

D2. Rights and Responsibilities of Consumers: describe Consumers have rights What are the
key rights and responsibilities of consumers, as well as and responsibilities. responsibilities of
some significant aspects of consumer behaviour, and businesses? How do
Consumers’ choices can government rules
analyse their significance (FOCUS ON: Economic
affect the economy and influence those
Significance; Cause and Effect) CIC4E
the environment. responsibilities?

D3. Responsibilities of Producers: analyse some Government regulations

responsibilities and business practices of, and some help enforce the
regulations affecting, producers (FOCUS ON: Stability responsibilities of
and Variability; Economic Perspective) producers.

E. Economies of Canadian Communities

E1. Economic Inequality: analyse factors that contribute Wealth is not distributed What are the main causes
to, and programs that are intended to address, economic equally among Canadians. of poverty in Canada?
inequality in Canada (FOCUS ON: Economic Significance;
How effective are
Stability and Variability)
government and business
E2. Economic Variations among Canadian Communities: There are regional responses to economic
explain some of the causes and consequences of economic variations inequality in Canada?
economic variations in different regions of Canada in Canada.
(FOCUS ON: Cause and Effect; Economic Perspective) How does where you live
affect your economic
E3. The Local Economy: analyse some key aspects of the Various factors can affect choices?
economy of their local community (FOCUS ON: Economic the economic health of
Significance; Stability and Variability) the local community. What are the economic
realities in your
community? What
could be done to
improve them?
OVERVIEW

109
 A. ECONOMIC INQUIRY AND SKILL
DEVELOPMENT
Grade 12, Workplace Preparation

OVERALL EXPECTATION
Throughout this course, students will:

A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when
investigating economic issues, including those related to personal economic choices;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic
investigation, and identify some careers in which a background in economics might be an asset.

SPECIFIC EXPECTATIONS
A1. Economic Inquiry Sample questions: “What is the purpose of
this advertisement? Do you think that purpose
Throughout this course, students will: affects the credibility of the claims made by
the ad?”
A1.1 formulate different types of questions to
guide investigations into economic issues, A1.4 interpret and analyse data, evidence, and
including those related to personal economic information relevant to their investigations,
choices (e.g., factual questions: What types of using various tools, strategies, and approaches
financial institutions exist in Canada?; comparative appropriate for economic inquiry (e.g., create a
questions: Would it be better for me to put my chart to help them compare the services offered by
money in a chequing account, a savings account, various financial institutions; use a line graph to
or a guaranteed investment certificate?; causal help them analyse housing costs in two different
questions: How can my choices as a consumer cities; analyse data to determine the short- and
affect the environment?) long-term costs of renting and buying)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant data, evidence, A1.5 use the concepts of economic thinking (i.e.,
and information on economic issues, including economic significance, cause and effect, stability
those related to personal economic choices, from and variability, and economic perspective) when
primary and secondary sources (e.g., primary: analysing and evaluating data, evidence, and
bank or credit card statements, contracts or agree- information and formulating conclusions and/or
ments for online products/services, interviews, judgements about economic issues, including
pay stubs, statistics; secondary: advertisements, those related to personal economic choices
business reports, documentary films, news articles, (e.g., take the concept of economic significance
textbooks, websites of companies or consumer into consideration when determining the impact
groups), ensuring that their sources reflect of rising gas prices on personal finances; use the
different perspectives concept of cause and effect when analysing intended
Sample questions: “What information can you and unintended consequences of government
obtain from a pay stub?” “Where could you involvement in the economy; take the concept of
find information on interest rates offered by stability and variability into consideration when
various financial institutions?” “What informa- determining what types of personal investments to
tion might be included in the ‘fine print’ of a make in different economic circumstances; use the
financial agreement/contract?” concept of economic perspective to help them explain
why some stakeholders might promote industrial
A1.3 assess the credibility of sources relevant to development in a community while others might
their investigations (e.g., by considering how the discourage it)
data or information was constructed; the accuracy, Sample questions: “What concept or concepts
purpose, and/or context of the source; the intended of economic thinking might be most relevant
audience; the bias, values, and/or expertise of the to an analysis of the issue of fair trade? Why?”
author) “Why might applying the concept of cause and
110
 effect help you understand why an individual A2.2 apply in everyday contexts skills and work
might get a payday loan and the impact of that habits developed through economic investiga-
loan on his or her finances?” “Why is the concept tions (e.g., apply skills to interact respectfully with
of economic perspective particularly relevant people in different contexts, to identify bias in a

Making Personal Economic Choices

when investigating issues related to supply and blog or other source, to help them make informed
demand?” consumer choices; demonstrate work habits such as
teamwork by cooperating with others to organize an
A1.6 evaluate and synthesize their findings to event in the community, or reliability by following
formulate conclusions and/or make informed instructions in the classroom or at their part-time
judgements and/or predictions about the job)
economic issues they are investigating
A2.3 apply the concepts of economic thinking
Sample questions: “What have you concluded
when analysing current events involving
about how your needs and wants affect your
economic issues (e.g., job cuts at a company
spending habits? Do you think your findings
in a small community; government aid to a large
will have an impact on your behaviour? Why
corporation; a report on corruption in a company
or why not?”
operating in the developing world; a current issue
facing workers in an offshore textile company
A1.7 communicate their ideas, arguments, and
or migrant workers in Canada; announcements
conclusions using various formats and styles,
regarding the latest unemployment rate; a strike)
as appropriate for the audience and purpose
in order to enhance their understanding of
(e.g., a presentation, including visual elements,
these events and their role as informed citizens
on how a particular business contributes to their
community; a letter of complaint to the appropriate Sample questions: “Why is this company closing?
party regarding a defective product; an information What impact will its closing have on workers
session for the school on the impact of the under- and their families? What impact will it have on
ground economy; a debate on the merits of renting the local or regional economy?” CIC4E
versus buying a home; a graph showing the cost
of compound interest on outstanding credit card A2.4 identify some careers in which the skills
charges; a video on the use of tax dollars in their learned in economics might be useful (e.g.,
community; a blog on a controversial economic charitable foundation worker, customer service
issue) representative, entrepreneur, farmer, financial
assistant, human resources representative,
A1.8 use accepted forms of documentation manager of or clerk in a cooperative)
(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to reference
different types of sources (e.g., articles, books,
film or videos, interviews, websites)

A1.9 use appropriate terminology when com-

municating the results of their investigations
(e.g., vocabulary specific to their inquiry topics;
terminology related to economics and the concepts
of economic thinking)

A2. Developing Transferable Skills ECONOMIC INQUIRY AND SKILL DEVELOPMENT

Throughout this course, students will:

A2.1 describe ways in which economic investiga-

tions can help them develop skills, including
the essential skills in the Ontario Skills Passport
(e.g., skills related to oral communication, reading
text, computer use, numeracy, decision making)
and skills related to financial literacy, that can
be transferred to the world of work and/or to
everyday life

111
 B. DEVELOPING FINANCIAL LITERACY
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Financial Goals and Financial Planning: explain how various factors can affect individuals’
financial plans and goals (FOCUS ON: Cause and Effect; Economic Perspective)
B2. Savings, Credit, and Debt: demonstrate an understanding of some key considerations relating
to savings, credit, and debt (FOCUS ON: Economic Significance; Cause and Effect)
B3. Taxes and Government Expenditures: explain some ways in which governments in Canada raise
revenue, with particular emphasis on personal income tax, and analyse the purpose of government
expenditures (FOCUS ON: Economic Significance; Stability and Variability)

SPECIFIC EXPECTATIONS
B1. Financial Goals and Financial support short- and long-term personal financial
Planning goals?”

FOCUS ON: Cause and Effect; Economic Perspective B1.3 compare wages, salaries, and benefits typically
offered in different types of employment (e.g.,
By the end of this course, students will: full-time, part-time, and contract employment;
B1.1 describe some ways in which individuals’ apprenticeships; service, sales, and/or professional
personal resources (e.g., education, employability positions; unionized and non-unionized jobs; base
skills, financial resources, inherited resources, time) salary and commissions, tips, and/or bonuses),
and values can affect their financial goals and explain some ways in which they might
affect individuals’ financial planning
Sample questions: “What is the difference
between a need and a want? How might people’s Sample questions: “Why is it important to
values affect their wants or the ways in which consider benefits such as pensions, medical
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

they satisfy their needs?” “How might some- and dental plans, and paid vacations when
one’s personal values affect whether he or comparing the financial rewards for full-time
she gives money to charities and, if so, which and contract employment?” “What is the
charities he or she supports?” “Why should a difference between gross and net income? What
person consider his or her skills when setting types of deductions typically appear on a pay
financial goals?” “In what ways are your own stub?” “If an employee is enrolled in a company
financial goals influenced by your personal pension plan, how might this affect his or her
resources? Do you think these resources will short- and/or long-term financial planning?”
change over time?”
B1.4 explain how some economic and/or social
B1.2 explain some of the key principles of sound factors (e.g., wage rates/salaries, inflation, tax
financial planning (e.g., start saving early, set brackets, cost of living in the local community,
realistic and measurable goals, prioritize, diversify) exchange rates) can affect the purchasing power
of individuals
Sample questions: “What are the advantages of
an early start to saving? What impact can an early Sample questions: “How might an increase
start have on a registered education savings plan in fuel prices affect an individual’s ability to
[RESP] or registered retirement savings plan finance a holiday?” “When a car manufacturer
[RRSP]?” “Why might buying insurance – life offers rebates on new cars, who benefits from
insurance, home owners’ insurance, and/or such deals? Who does not?” “How can the fees
health insurance – be a component of a person’s charged by payday loan companies affect the
financial plan?” “What are the benefits of having purchasing power of people who use these
a weekly savings plan? How can such a plan institutions?”

112
B1.5 explain how some financial variables (e.g., a payday loan rather than getting a bank loan?”
income, deductions, fixed expenses, investments, “Why is the interest rate on unpaid balances on
savings, credit, interest rates) can affect individuals’ credit cards higher than the interest rates on
personal budgets in the short, medium, and mortgages?” “What would a bank consider

Making Personal Economic Choices

long term when assessing the capacity of a loan applicant
to repay the loan?” “What might be some of
Sample questions: “What does the term ‘house
the unintended consequences of having a credit
poor’ mean? Why might the fixed expenses
card?”
associated with buying a house affect a family’s
short-term budgets?” “When thinking about
B2.3 explain some positive and negative aspects
long-term budgets, why is it important to
of debt (e.g., loans enable a person to pay for
consider possible fluctuations in interest rates?”
costly items, such as tuition, a vehicle, or a home,
“What is the difference between a fixed- and
over time; a good credit rating enhances a person’s
variable-rate mortgage? Why might a person
ability to secure a personal loan at a good rate of
choose one over the other?”
interest; too much debt can lead to a poor credit
rating or to bankruptcy)
B1.6 explain key considerations related to preparing
a personal budget (e.g., the need to have an accurate Sample questions: “What types of behaviour
sense of one’s personal financial resources, to can affect a person’s credit rating?” “What factors
distinguish between needs and wants, to prioritize have the biggest influence on your own credit
wants and balance them against limited resources, rating? Are there financial decisions that you
to factor in costs of borrowing), and apply them have made or are facing now that might affect
when creating their own personal budget your credit rating? Why is it important to
consider the long-term consequences of these
Sample questions: “Are you able to cover all
decisions?” “What criteria should a person use
your needs in your budget? If there are resources
in deciding whether to save for or get a loan to
left over, how will you decide the best way
purchase an expensive item?” CIC4E
to allocate them? Will you allocate money for
savings in your budget? Why or why not?”
B2.4 describe some factors (e.g., liquidity, rate of
return, risk, disposable income, age) that influence
B2. Savings, Credit, and Debt individuals’ decisions about preferred types of
savings and investments (e.g., tax-free savings
FOCUS ON: Economic Significance; Cause and Effect accounts, guaranteed investment certificates [GICs],
bonds, stocks, RESPs, RRSPs)
By the end of this course, students will:
Sample questions: “What are the advantages
B2.1 compare key features of different types and disadvantages of investing in a stock,
of financial institutions (e.g., banks, including buying a GIC, or saving money under your
online banks; credit unions; insurance companies; mattress?” “Why might the decisions you make
companies offering payday loans; brokerage now with respect to savings be different from
firms), with a particular focus on the services those your parents are making?” “What level
they offer of risk is associated with different types of
investments?”
Sample questions: “What are the major
differences between banks and credit unions
in Ontario? Are there services that banks offer B3. Taxes and Government
that credit unions do not?” “What are some Expenditures
different types of accounts offered by financial
institutions? What are some of the advantages FOCUS ON: Economic Significance; Stability and
and disadvantages of each?” Variability

By the end of this course, students will:

DEVELOPING FINANCIAL LITERACY

B2.2 compare key aspects of different types of

credit (e.g., credit cards, lines of credit, personal
loans such as payday loans or car loans, mortgages, B3.1 describe some key aspects of personal
business loans), and describe criteria that financial income tax in Canada (e.g., tax brackets, child
institutions use to determine whether a person tax benefits, deductions for charitable/political
is creditworthy (e.g., capital, character, capacity, donations, tax deferral with RRSPs, penalties for
collateral) late or unfiled taxes), and analyse their purpose

Sample questions: “What are the costs of a Sample questions: “What is the purpose of
payday loan compared to a loan from a bank? allowing individuals to deduct RRSP contribu-
Despite its costs, why might some people seek tions when they file their income tax returns?

113
 How might this program contribute to individual B3.3 analyse the contribution of taxation and
and/or governmental financial stability?” government expenditures to socio-economic
“What is the government’s purpose in imposing equality in Canada (e.g., with reference to pro-
higher tax rates on individuals with higher net gressive income tax rates; use of revenues for both
Grade 12, Workplace Preparation

incomes?” universal and means-tested social programs such

as medicare, Old Age Security, social assistance)
B3.2 explain some of the ways in which different
Sample questions: “Why do governments tax
levels of government in Canada raise revenue
some food products and not others?” “What
(e.g., income tax, sales tax, GST/HST, property tax,
role do tax dollars have in funding your school?
excise tax, fees for some services), and analyse
Recreation centres in your community? Social
how and why they spend these revenues (e.g.,
assistance for those in need? What contribution
on transit, garbage collection, parks and community
do such expenditures make to socio-economic
centres, roads, education, health care, the military,
equality?”
Old Age Security, tax incentives for some environ-
mental programs, incentives for industries/
corporations)
Sample questions: “What are some ways in
which governments invest in infrastructure?
Why are such investments important for the
economy?” “What is the purpose of environ-
mental tax incentives? Do you think they are
effective at influencing people’s behaviour?”
“What are some ways in which government
spending affects your daily life?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

114
C. ECONOMIC FUNDAMENTALS

Making Personal Economic Choices

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Scarcity and Choice: demonstrate an understanding of scarcity and some other key economic
concepts, and analyse how they affect economic decision making (FOCUS ON: Economic Significance;
Stability and Variability)
C2. Understanding the Canadian Economy: demonstrate an understanding of some economic concepts
and how they are related to key aspects of the Canadian economy (FOCUS ON: Stability and Variability;
Economic Perspective)
C3. The Role of Labour: analyse the role of labour in the Canadian economy (FOCUS ON: Cause and Effect;
Economic Perspective)
C4. Stakeholders’ Views on Economic Issues: analyse a variety of economic issues from the perspectives
of different stakeholders (FOCUS ON: Stability and Variability; Economic Perspective)

SPECIFIC EXPECTATIONS CIC4E

C1. Scarcity and Choice Sample questions: “How do your personal
values influence the criteria you use when
FOCUS ON: Economic Significance; Stability and determining what you do with your pay cheque?
Variability How might your choices change if you received
a raise or lost your job?”
By the end of this course, students will:

C1.1 demonstrate an understanding of the C2. Understanding the Canadian

economic concepts of scarcity, trade-offs, and
Economy
opportunity costs, analysing how they apply
to various economic decisions, including some FOCUS ON: Stability and Variability; Economic
of their own decisions (e.g., with reference to Perspective
allocating time, money, and skills; prioritizing
their needs and wants while considering their By the end of this course, students will:
limited resources; calculating the opportunity
costs of different decisions) C2.1 demonstrate an understanding of economic
inputs (i.e., the resources of land, labour, capital,
Sample questions: “What do economists mean and entrepreneurship) and outputs (i.e., goods
when they talk about ‘scarcity’? In what ways and services) and their role in Canada’s economy
do you see this concept at work in your own
life?” “What do people mean when they say Sample questions: “Should unpaid housework
‘There is no such thing as a free lunch’? What is be included in official measures of economic
the significance of this saying in economics?” inputs or outputs? Why or why not?” “How do
“What are the trade-offs of working part time a country’s natural resources influence labour
while going to school rather than having a opportunities?”
full-time job?” “How might a community weigh
ECONOMIC FUNDAMENTALS

the opportunity costs of a decision to turn an C2.2 compare key characteristics of market, mixed,
area into parkland rather than zoning it for traditional, and command economies, and
business or residential use?” analyse their significance for different groups
Sample questions: “What economic system does
C1.2 analyse the interrelationship between Canada have? What are some of the advantages
scarcity, their needs and wants, and their and disadvantages of this system?” “Why might
personal values an entrepreneur prefer to do business in a market
economy rather than a command economy?”

115
 C2.3 apply the circular flow model to analyse professional associations, labour unions, non-
interactions between key components of unionized labour, worker-run cooperatives, itinerant
Canada’s economy (e.g., households, businesses, workers, temporary foreign workers), and analyse
governments) some of the advantages and disadvantages of
Grade 12, Workplace Preparation

organized and unorganized labour from the

Sample questions: “How are the components
perspective of different stakeholders (e.g., workers,
of Canada’s economy connected to each other?
business, governments, consumers)
How does money flow between these compon-
ents?” “What might be the impact of a smaller Sample question: “Why might workers and
role for the government in the economy?” corporations have different views on unions?”

C2.4 describe common business organization C3.3 explain how various factors contribute to
models in Canada (e.g., sole proprietorship, the value of the individual in the employment
partnership, cooperative, corporation), and analyse market (e.g., productivity; skills, including language
some of their advantages and disadvantages and technical skills; education; talent; supply and
demand; employers’ assumptions related to race,
Sample questions: “Why might someone
gender, and/or sexual orientation)
choose to join others in forming a cooperative
rather than form a sole proprietorship?” “What Sample questions: “What types of jobs are
are some of the factors to consider when available in our community? Why types of
determining whether to enter into a business skills are needed for these jobs?” “What are
partnership?” some factors that can hurt a person’s chances
of finding a job?”
C2.5 describe different ways in which governments
are involved in the Canadian economy (e.g., C3.4 analyse the characteristics of some Canadian
as consumers, regulators, producers, employers, entrepreneurs as well as the role of entrepreneurs
redistributors of income, tax/tariff collectors, quota in the Canadian economy (e.g., First Nations
setters, trade negotiators), and explain some of or youth entrepreneurs, small-business people,
the effects of this involvement individuals such as Arlene Dickinson, Clarence
Louie, Tom Maracle, Michael Lee-Chin)
Sample questions: “What is the role of govern-
ment transfer payments in Canada?” “Why Sample questions: “What characteristics do
does the provincial government require drivers many entrepreneurs seem to have in common?
to have car insurance? What impact, if any, does Why do you think that is?” “How important is
this requirement have on you?” “What are some the role played by entrepreneurs in the Canadian
employment opportunities with the local, economy?”
provincial, and/or federal government?”

C4. Stakeholders’ Views on Economic

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

C3. The Role of Labour Issues

FOCUS ON: Cause and Effect; Economic Perspective FOCUS ON: Stability and Variability; Economic
Perspective
By the end of this course, students will:
By the end of this course, students will:
C3.1 describe some key rights and responsibilities
of labour (e.g., the right to fair compensation, to C4.1 describe the main differences between
fair hiring/firing practices, to safe working condi- the public and the private sector, and explain
tions, to organize and bargain collectively, to a some of the advantages and disadvantages
harassment-free workplace; the responsibility to of privatizing public services and/or Crown
comply with regulations, to alert the employer corporations in Canada (e.g., Canada Post, Ontario
to safety hazards) Hydro, Via Rail, the Liquor Control Board of
Sample questions: “What action should a worker Ontario)
take if he or she has been asked to work on Sample questions: “What are some Crown
damaged or unsafe equipment?” “What type corporations that have been privatized? Do you
of behaviour constitutes harassment in the think their privatization was a good idea? Why
workplace? How should a worker respond to or why not? Why might different stakeholders
such behaviour?” have different perspectives on this issue?” “If
the Canadian Broadcasting Corporation were
C3.2 describe some ways in which labour privatized, do you think the impact would be
organizes in Canada as well as some categories the same in northern Ontario as it would be in
of unorganized labour (e.g., with reference to southern Ontario?”

116
C4.2 analyse some key economic issues related or commercial development, the expansion of public
to Canada’s natural resources from the perspec- transit, a new skateboard park)
tive of different stakeholders (e.g., extracting and
Sample questions: “Why might a community
transporting oil and natural gas; the marketing of

Making Personal Economic Choices

agree to have a new landfill site in the area? What
asbestos overseas; the use and protection of Canada’s
might be the benefits for the community?
water; resource development and Aboriginal land
Would all stakeholders benefit, or benefit
claims; resource extraction in national parks)
equally? What might be the costs? Would all
Sample question: “Why might beverage stakeholders calculate the costs the same way?”
companies, retailers, environmentalists, and “How might different stakeholders view
different levels of government have differing the costs and benefits of logging a forest in
perspectives on the bottling and selling of a particular area? Why might some groups,
water?” including local Aboriginal communities,
believe that not all costs are considered
C4.3 explain why various stakeholders might in a traditional cost-benefit analysis of such
have different views of the costs and benefits of activity?”
a project affecting the local natural environment
(e.g., a proposal for an energy pipeline, a resource-
extraction or -processing proposal, an alternative
energy project, highway expansion, a new housing

CIC4E

ECONOMIC FUNDAMENTALS

117
 D. MARKETS, CONSUMERS, AND
PRODUCERS
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Market Fundamentals: analyse, with reference to both producers and consumers, how a variety of
factors affect markets (FOCUS ON: Cause and Effect; Economic Perspective)
D2. Rights and Responsibilities of Consumers: describe key rights and responsibilities of consumers,
as well as some significant aspects of consumer behaviour, and analyse their significance (FOCUS ON:
Economic Significance; Cause and Effect)
D3. Responsibilities of Producers: analyse some responsibilities and business practices of, and some
regulations affecting, producers (FOCUS ON: Stability and Variability; Economic Perspective)

SPECIFIC EXPECTATIONS
D1. Market Fundamentals markets (e.g., copyright infringement results in
lack of fair compensation to people in cultural
FOCUS ON: Cause and Effect; Economic Perspective industries; less tax revenue results in reduced funds
available for government services; piracy or income
By the end of this course, students will:
tax evasion can result in fines; work done “under
D1.1 analyse differences in the perspectives of the table” is not regulated and may result in
producers and consumers in the market with substandard work or safety risks; undocumented
respect to supply and demand (e.g., how a workers may not be fairly compensated and may
drought affecting wheat farmers in western not be protected by labour laws)
Canada might affect producers and consumers; Sample questions: “What are some of the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

how producers influence demand; how demand consequences of tax evasion for individuals
and availability can affect prices; how producers and governments?” “Why is it important to
are influenced by technology) be documented on an employer’s payroll as
Sample questions: “How could you use a supply opposed to being paid under the table?” “What
and demand graph to explain fluctuations in is the economic impact of the illegal downloading
the price of gasoline?” “What role does scarcity of music or movies?”
play in the price of a product? What are some
factors that can contribute to the scarcity of D1.3 explain how various factors can influence
a product or resource?” “How and why do consumers’ decisions, including their own
producers try to create demand for products?” decisions (e.g., price, income, availability of
“How can consumers influence the market other similar products/services, status associated
through boycotts or social media?” “How might with products, personal values, loyalty programs,
a change in technology affect the supply of a coupons, financing offered by retailers, sales
product? Do you see this at work in your own promotions, availability of products online,
life?” advertising and promotion)
Sample questions: “Have you ever bought
D1.2 explain how and why producers and con- something on impulse because it was on sale?”
sumers participate in grey and black markets “What impact do advertising and the entertain-
(e.g., to avoid taxes, fees, and/or regulations; to ment industry have on consumer preferences?
avoid paying for, or to pay less for, products or Have they influenced your own personal
services; to maximize limited resources; to trade consumer choices?” “What factors might affect
services without exchanging money), and analyse a person’s decision about whether to rent an
some consequences of participation in these apartment or buy a house or condo?” “Are you

118
 enrolled in any loyalty/points programs? Do boycotting companies that are environmentally
they have an impact on your decisions as a irresponsible)
consumer?” Sample questions: “In what ways do the

Making Personal Economic Choices

consumer choices that you make affect the
D1.4 analyse how changes in technology have
environment? What could you do to make your
affected ways in which people conduct financial
choices more environmentally sustainable?”
and consumer transactions (e.g., online banks
“What do you do with your old cellphones,
and online banking services; e-tail; ways of paying
music devices, or computers? What impact do
for online purchases, including online transfer of
you think your method of disposal has on the
funds, electronic gift cards; group coupons)
environment?”
Sample questions: “What are the benefits and
potential risks for consumers of buying online?” D2.4 explain why some Canadian consumers
“In what ways has the Internet affected con- shop in the United States, and analyse the
sumer and/or producer practices? How has it economic significance of this activity (e.g.,
affected your own behaviour as a consumer?” for consumers, Canadian-owned businesses,
governments)

D2. Rights and Responsibilities of Sample questions: “In what ways might
Canadians who do not live in a border town
Consumers
be affected by cross-border shopping?” “Why
FOCUS ON: Economic Significance; Cause and Effect have some Canadian companies decided to
hold ‘Black Friday’ sales?” “How does the
By the end of this course, students will: value of the Canadian dollar in relation to the
American dollar affect cross-border shopping?”
D2.1 identify key rights of consumers (e.g., truth in
advertising, protection from hazardous products, D2.5 explain some of the advantages and
warnings about potential dangers associated with disadvantages of buying and selling fair-trade CIC4E
improper use of products) and possible recourse products (e.g., these products tend to be more
when these rights are infringed (e.g., returning expensive but pay a fairer price to producers in
the product to the producer or the point of purchase, developing countries, promote sustainable develop-
writing a letter of complaint, reporting the problem ment, and support healthy working conditions)
to the relevant government department, using social
media to alert others to the problem and/or to Sample questions: “What are the ideas behind
campaign for the producer to change its practices) the fair-trade movement? How successful do
you think it has been in accomplishing its
Sample questions: “Have you ever bought a goals?” “Why might people choose not to buy
product or service that was not as advertised? fair trade items?” “How can you be sure that
What action did you take? If you complained, the products you buy were not made using
were you satisfied with the response(s)?” child labour?”
“What types of consumer protection are
legislated by the Ontario government?”
D3. Responsibilities of Producers
D2.2 identify key responsibilities of consumers
(e.g., contractual obligations; the responsibility to FOCUS ON: Stability and Variability; Economic
make informed decisions, read and follow product Perspective
information and instructions, use and dispose of
products safely), and analyse their significance By the end of this course, students will:

Sample questions: “What do you think are the D3.1 analyse the responsibilities of employers with
MARKETS, CONSUMERS, AND PRODUCERS

most important consumer responsibilities? regard to various stakeholders (e.g., to provide

Why? What would happen if consumers did a safe workplace, to comply with government
not respect those responsibilities?” “What do regulations, to make a profit for shareholders,
you do to ensure that you are a responsible to act in a socially responsible way)
consumer?”
Sample questions: “Do you think a corporation’s
responsibility to its shareholders outweighs
D2.3 explain how various consumer choices
its responsibilities to other stakeholders? Why
can affect the natural environment (e.g., with
or why not?” “What are the key differences
reference to buying local, cruelty-free, or organic
between for-profit and not-for-profit corpora-
products; buying unsustainable seafood; buying
tions?” “What is a social enterprise? In what
bulk goods to reduce packaging; disposing of old
ways might it be different from a typical
electronics in landfill; buying Energy Star appliances;
corporation?”

119
 D3.2 describe some unethical and/or illegal D3.3 identify some government regulations that
business practices (e.g., bribery, insider trading, affect producers (e.g., regulations related to labour
disregarding environmental or other regulations), mobility, labelling, the environment, minimum
and explain why they occur wages, worker health and safety, accessibility,
Grade 12, Workplace Preparation

hazardous materials, foreign ownership), and

Sample questions: “What was the immediate
assess the impact of regulations on different
cause of the collapse of the Rana Plaza garment
stakeholders (e.g., consumers, employees,
factory in Bangladesh in 2013? What business
employers, environmentalists)
practices contributed to this event? What do
you think needs to happen to prevent tragedies Sample questions: “Why might producers want
like this from happening again?” “Why does fewer government regulations?” “What are
the Competition Bureau monitor and investigate some regulations that affect the mobility of
price fixing and bid rigging in Canada?” skilled labour? Why are they in place? What
are some positive and negative aspects of these
regulations?” “Do you think voluntary codes
or regulations work? Why or why not?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

120
E. ECONOMIES OF CANADIAN
COMMUNITIES

Making Personal Economic Choices

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Economic Inequality: analyse factors that contribute to, and programs that are intended to address,
economic inequality in Canada (FOCUS ON: Economic Significance; Stability and Variability)
E2. Economic Variations among Canadian Communities: explain some of the causes and consequences
of economic variations in different regions of Canada (FOCUS ON: Cause and Effect; Economic
Perspective)
E3. The Local Economy: analyse some key aspects of the economy of their local community (FOCUS ON:
Economic Significance; Stability and Variability)

SPECIFIC EXPECTATIONS
E1.3 explain some ways in which producers can CIC4E
E1. Economic Inequality
affect economic inequality in Canada (e.g., by
FOCUS ON: Economic Significance; Stability and providing well-paying jobs, by paying their taxes,
Variability by supporting food banks and other community
programs to address the needs of those living in
By the end of this course, students will: poverty, by closing factories and moving jobs outside
Canada, by hiring temporary foreign workers)
E1.1 analyse how various factors contribute to
poverty in Canada (e.g., gender, race, language, Sample questions: “Why have some Canadian
social background, wage rates, unemployment companies moved their operations abroad or
rates, lack of job opportunities in certain regions, hired temporary workers from other countries?
outsourcing of jobs as a result of globalization, What impact have such practices had on
lack of affordable housing, inadequate education, Canadian workers and the Canadian economy?”
increase in single-parent families) “What impact would the closing of a major
manufacturing company in a small town have
Sample questions: “What factors do you think
on employment and community resources?”
have the greatest influence on who is poor in
Canada?” “What impact would an increase in
the minimum wage have on the working poor E2. Economic Variations among
in Ontario?”
Canadian Communities
E1.2 describe, and assess the effectiveness of, FOCUS ON: Cause and Effect; Economic Perspective
some programs and services that are intended
ECONOMIES OF CANADIAN COMMUNITIES

to address economic inequality in Canada (e.g., By the end of this course, students will:
minimum wages, social assistance, employment
insurance, pensions, public education, universal E2.1 compare the prices of consumer goods in
health care, public housing programs, Habitat for different regions of Canada, and explain the
Humanity, Goodwill, skills retraining, microcredit main causes of regional variation (e.g., availability
or social finance initiatives, new business grants, of goods within the region, transportation costs to
food banks) relatively remote communities, market size)

Sample questions: “Which programs/services Sample questions: “What factors influence

do you think are the most effective in addressing differences in food prices between Hamilton,
economic inequality in Canada? Do you think Ontario, and St. John’s, Newfoundland?” “Why
these programs/services are adequate? If not, might the cost of housing in a region be an
what more do you think should be done?” indicator of the general economic health of
that region?”

121
 E2.2 explain how some economic variables can E3.2 assess the availability of employment oppor-
affect the cost of living in various communities tunities in their local community
in Canada (e.g., with reference to employment
Sample questions: “What opportunities do you
levels, types of work available, scarcity of housing,
have as a student for part-time employment in
Grade 12, Workplace Preparation

types of community services)

your community? What opportunities do you
Sample question: “Why is the cost of living think you would have for full-time employment
different in Vancouver than in Windsor?” in your community after you graduate?”

E2.3 identify some reasons for variations in E3.3 analyse how various factors, including
employment rates between communities (e.g., the influence of different stakeholders, affect
proximity of communities to natural resources; jobs decisions with respect to infrastructure in their
moving offshore; changes in demand for a particular community (e.g., with reference to limited financial
product; availability of infrastructure to attract resources, the needs and wants of different citizens
business; the closing or downsizing of a plant) groups and businesses, the concerns/interests of
Sample questions: “What are some regions politicians from different levels of government or
or communities in Canada that have high with different political perspectives, environmental
unemployment rates? Why are the rates higher considerations)
in these communities than in other areas? Why Sample questions: “What aspects of the
are unemployment rates on some First Nations infrastructure need to be upgraded in your
reserves higher than in most other communities community? Which of these do you think
in Canada?” “What are some strategies that should take priority? Why? Who might have
different communities with high unemployment a different perspective on priorities? Why?”
rates are using to try to boost employment?”
E3.4 explain how their actions can contribute to
the economic health of their local community
E3. The Local Economy (e.g., buying local products, supporting local
FOCUS ON: Economic Significance; Stability and businesses, volunteering at a food bank, getting
a job with a local company)
Variability
Sample questions: “How might your decision
By the end of this course, students will: to buy locally produced goods affect your
community? What other actions could you take
E3.1 explain the impact, both positive and negative, to support the local economy?”
that businesses can have on a community, with
reference, where possible, to their local com-
munity (e.g., providing employment; sponsoring
sports teams, cultural events, or other community
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

groups/projects; environmental damage; impact of

layoffs or the use of temporary foreign workers)
Sample questions: “Why might a business
decide to support a local charity, cultural
event, or sports team? What types of things
do businesses support in your community?
What impact does this have on the community?”
“What are some of the major employers in
your community? Do they provide good and
secure jobs?”

122
GEOGRAPHY
INTRODUCTION
Geography is about determining the significance of “place” as it relates to the natural
environment, the human environment, and interactions within and between them. To
investigate geographic issues, students must analyse the influences and interrelationships
that give a place its distinctive characteristics and thus its spatial importance. Geographic
analysis also requires an investigation of the economic, environmental, social, and political
perspectives that relate to an issue. The application of the concepts of geographic thinking,
spatial skills, and the use of field studies are central to the geographic inquiry process
and the learning of geography.

Strands
The Grade 11 and 12 geography courses each have five strands. In all of these courses,
strand A, Geographic Inquiry and Skill Development, is followed by four content strands,
which are organized thematically.

Citizenship Education
The expectations in the Grade 11 and 12 geography courses provide opportunities
for students to explore a number of concepts connected to the citizenship education
framework (see page 13).

123
 The Concepts of Geographic Thinking
The four concepts of geographic thinking – spatial significance, patterns and trends, interrelationships,
and geographic perspective – underpin thinking and learning in all geography courses in the Canadian
and world studies program. At least one concept of geographic thinking is identified as the focus for
each overall expectation in the content strands of these courses. The following chart describes each
concept and provides sample questions related to it. These questions highlight opportunities for students
to apply a specific concept in their studies. (See page 16 for a fuller discussion of the concepts of disci-
plinary thinking.)
Geography

Spatial Significance
This concept requires students to determine the importance of a place or region. They explore the
connections that exist between the geographical location and physical characteristics of a site and
analyse the unique relationships that exist in and between the natural and human environments in a
particular place. Students come to understand that the significance of the same place may be different
for humans, animals, and plants.

Related Questions*
− What does a population settlement map tell us about the preferred range of latitude for settlement
in Canada? (CGC1P, B2.2)
− How does the official plan for your community address urban sprawl? (CGC1D, E2.3)
– How might the uniqueness of a destination make it more appealing to some and less appealing to
others? (CGG3O, B1.2)
– How does the location of a site influence the feasibility of different types of power generation there?
(CGR4E, E3.4)
– What are some of the challenges that communities in permafrost regions face in providing safe
drinking water and disposing of waste? (CGR4M, E2.3)
Patterns and Trends
This concept requires students to recognize characteristics that are similar and that repeat themselves in
a natural or human environment (patterns) and characteristics or traits that exhibit a consistent tendency
in a particular setting over a period of time (trends). The characteristics may be spatial, social, economic,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

physical, or environmental. Students analyse connections between characteristics to determine patterns;

they analyse connections between those characteristics over time to determine trends.

Related Questions
− What trends do you see in the use of alternative energy in Ontario? (CGC1P, A1.5)
− What pattern or patterns do you see in the location of First Nations reserves across Canada? (CGC1D, D3.1)
– What factors have led to population movement in the region? What specific locations have attracted
migrants? Why? (CGD3M, E2.1)
– In what ways has technological change amplified the impact of population growth on the natural
environment? In what ways has it diminished it? (CGW4U, C2.2)

* These questions are drawn directly from the overview charts that precede the geography courses and from the sample
questions that accompany many specific expectations. To highlight the continuity between the geography courses in
Grade 11 and 12 and those in Grade 9, and to show possible development in the use of the concepts of geographic
thinking over those grades, the chart includes some questions from the Grade 9 geography curriculum as well.

124
Interrelationships
This concept requires students to explore connections within and between natural and human environments.
The interconnected parts of an environment or environments work together to form a system. Students
must understand the relationships that exist within a system and then critically analyse the relationships
between systems in order to determine the impact they have on one another.

Related Questions
− How does surrounding farmland support a community, and what stresses might the community place

Geography
on the farmland? (CGC1P, E2.1)
− How might the breaking up of continental ice in Greenland and the Antarctic affect Canada’s coastline?
(CGC1D, B2.1)
– Why do we need to understand the earth’s physical processes in order to predict their potential
hazards? (CGF3M, Overview)
– How can international trade policies and corporate actions influence disparities within or between
ecumenes? (CGU4M, D1.2)
Geographic Perspective
This concept requires students to consider the environmental, economic, political, and/or social
implications of the issues, events, developments, and/or phenomena that they are analysing. In order
to solve problems, make decisions or judgements, or formulate plans of action effectively, students
need to develop their ability to examine issues from multiple perspectives.

Related Questions
− In what ways can cultural diversity enrich the life of a community? (CGC1P, D1.2)
− Does the financial benefit of extracting natural resources justify related social and/or environmental
impacts? (CGC1D, A1.6)
– How might spatial technologies help governments assess the economic, environmental, infrastructural,
and social risks of a potential disaster? Why is it important for governments to know and understand
these risks? (CGT3O, D1.2)
– Why might some people believe that there is an ethical imperative to share the world’s resources
equitably? (CGW4C, Overview)
– Why might military and/or government satellite information be shared with or withheld from certain
countries or military alliances? What are the implications of doing so? (CGO4M, D2.1)

INTRODUCTION

125
 The Geographic Inquiry Process
In each of the geography courses in the Canadian and world studies curriculum, strand A focuses
explicitly on the geographic inquiry process, guiding students in their investigations of issues, events,
developments, and/or various geographic phenomena. This process is not intended to be applied in a
linear manner: students will use the applicable components of the process in the order most appropriate
for them and for the task at hand. Although strand A covers all of the components of the inquiry process,
it is important to note that students apply skills associated with the inquiry process throughout the
content strands in each course. (See page 32 for a fuller discussion of the inquiry process in the Canadian
Geography

and world studies program.)

The following chart identifies ways in which students may approach each of the components of the
geographic inquiry process.

Formulate Questions
Students formulate questions:
− to explore various events, developments, issues, and/or phenomena that are related to the overall
expectations in order to identify the focus of their inquiry
− to help them determine which key concept or concepts of geographic thinking are relevant to their
inquiry
− that reflect the selected concept(s) of geographic thinking
− to develop criteria that they will use in evaluating data, evidence, and/or information; in making
judgements, decisions, or predictions; in reaching conclusions; and/or in solving problems

Gather and Organize

Students:
− collect relevant qualitative and quantitative data, evidence, and information from field studiesa and
a variety of primary and secondary sources,b including visualsc and community resourcesd
− determine if their sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the data, evidence, and/or information they have gathered
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− record the sources of the data, evidence, and information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry

a. Field studies may include, but are not limited to, studies in local neighbourhoods, school grounds, and various sites
that allow students to explore different land uses (e.g., recreational, commercial, industrial, and transportation uses).
b. Primary sources may include, but are not limited to, census data, land claims, letters, photographs, speeches, and works
of art. Secondary sources may include, but are not limited to, documentaries and other films, news articles, reference
books, and most websites.
c. Visuals may include, but are not limited to, satellite images, maps, globes, models, graphs, and diagrams.
d. Community resources may include, but are not limited to, local conservation areas, resources from community groups
and associations, government resources, and local plans.

126
Interpret and Analyse
Students:
− analyse data, evidence, and information, applying the relevant concepts of geographic thinking (see
preceding chart)
− use different types of graphic organizers to help them interpret and/or analyse their data, evidence,
and information
− identify the key points or ideas in each source
− analyse graphs, charts, diagrams, and maps

Geography
− construct graphs, charts, diagrams, and maps to help them analyse the issue, event, development, or
phenomenon they are investigating
− analyse their sources to determine the importance of an issue, event, development, or phenomenon
for individuals or groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing

Evaluate and Draw Conclusions

Students:
− synthesize data, evidence, and information, and make informed, critical judgements based on that data,
evidence, and information
− determine the short- and long-term impact of an event, development, issue, or phenomenon on
people and/or places
− reach conclusions about the subject of their inquiry, and support them with their data, evidence, and
information
− make predictions based on their data, evidence, and information
− determine the ethical implications of an issue or action
− determine the action required, where appropriate

Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, multimedia) for different audiences and purposes
− communicate their arguments, conclusions, predictions, and plans of action clearly and logically
− use geographical terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

127
Regional Geography, Grade 11
University/College Preparation CGD3M

This course explores interrelationships between the land and people in a selected region
as well as interconnections between this region and the rest of the world. Students will
explore the region’s environmental, socio-economic, and cultural characteristics and will
investigate issues related to natural resources, economic development and sustainability,
population change, globalization, and quality of life. Students will apply the concepts of
geographic thinking and the geographic inquiry process, including spatial technologies,
to investigate a range of geographic issues in the region.

Note: This course is developed and delivered with a focus, to be determined by the school,
on the geography of a selected region of the world.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating geographic issues in a selected region

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

129
 Overview (continued)
Grade 11, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Natural and Human Systems

B1. Regional Characteristics: demonstrate an Regions are not culturally Why might there be
understanding of key cultural and socio-economic or economically variation in the economies
characteristics of the selected region and of individual homogeneous. of different countries
countries in it (FOCUS ON: Patterns and Trends; within a region? What
Geographic Perspective) factors account for these
differences?
B2. Patterns of Natural and Human Systems: describe Human settlement
patterns in natural features and population distribution patterns are affected by, In what ways can the
in the selected region, and analyse the relationship and also affect, the natural environment affect human
between them (FOCUS ON: Spatial Significance; environment. settlement? In what ways
Interrelationships) can human settlement
affect the environment?
B3. Quality of Life: assess quality of life in the selected Quality of life in a region
Why might this
region, including factors that contribute to quality of life is influenced by many
environmental impact
and policies/programs that aim to improve it (FOCUS ON: factors.
have social, political, or
Interrelationships; Geographic Perspective)
economic consequences?

What considerations
might be missing from
some of the common
indicators used to measure
quality of life?

C. Sustainability and Stewardship

C1. Sustainability and Stewardship of Natural The sustainability of Why might some countries
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Resources: analyse issues associated with sustainability natural resources within be better able than others
and stewardship of natural resources in the selected regions is affected by to extract and use natural
region (FOCUS ON: Spatial Significance; Geographic social, political, economic, resources in a sustainable
Perspective) and environmental factors. way?

C2. Inequality and Sustainability: analyse aspects of All regions experience Why is it important to
inequality and economic sustainability in the selected issues related to economic look at current economic
region, including programs intended to promote sustainability and equality. data as well as historical
equality and sustainability (FOCUS ON: Patterns and information when
Trends; Interrelationships) investigating regional
inequalities?
C3. Development Projects/Megaprojects: analyse Large-scale development
various issues associated with development projects, projects can lead to local How might competing
including, where applicable, megaprojects, in the and regional social, political, interests and ideas affect
selected region (FOCUS ON: Interrelationships; economic, and/or large development and/or
Geographic Perspective) environmental issues. construction projects? What
strategies can be used to
mitigate possible conflicts
among stakeholders?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

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Overall Expectations and Related Concepts of Big Ideas* Framing Questions*

Regional Geography
Geographic Thinking

D. Regional and International Interactions

D1. International Organizations in the Region: analyse Intergovernmental What key geopolitical
the role and involvement of intergovernmental organizations often help issues in this region are of
organizations in the selected region (FOCUS ON: address regional issues. global concern? Why?
Interrelationships; Geographic Perspective)
Why is it important to
D2. Conflict and Cooperation: analyse aspects of The interrelationship consider the history of a
economic, social, and political conflict and cooperation among different peoples region when studying the
in the selected region (FOCUS ON: Interrelationships; and between countries present-day relationship
Geographic Perspective) within a region is among its peoples and/or
constantly changing. between its countries?

D3. Economic Development: analyse economic activity Many current and Has war had an impact
in the selected region as well as factors that contribute historical factors affect the on the economies of the
to the region’s economic development (FOCUS ON: economies of countries region?
Spatial Significance; Interrelationships) within a region. CGD3M
In what ways are regional
economies tied to
international issues
and other countries’
economies?

E. Dynamics and Change

E1. Globalization: analyse how globalization has Issues related to In what ways has
affected the selected region and how the region globalization can have globalization had an
has responded to it (FOCUS ON: Interrelationships; social, economic, political, impact on the lives
Geographic Perspective) and environmental of people and the
implications. environment in this
region? Has globalization
E2. Shifting Populations: analyse current as well as Demographic trends can
benefited all countries in
historical patterns of population movement and affect a region and the
this region?
distribution in the selected region (FOCUS ON: Spatial issues that concern it.
Significance; Patterns and Trends) How are global population
trends reflected in this
E3. Climate Change and Natural Hazards: explain how Natural processes and
region?
climate, including climate change, and natural hazards climate change can cause
affect the selected region (FOCUS ON: Patterns and social, economic, political, How is climate change
Trends; Interrelationships) and environmental affecting this region? How
problems in a region. might it affect it in the
future?

Which natural hazards

are most likely to have
an impact on this region?
Do all countries within
this region face the same
threats?
OVERVIEW

131
 A. GEOGRAPHIC INQUIRY AND SKILL
Grade 11, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating geographic issues in a selected region;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry considering how the data are constructed to support
the author’s point of view, the possible bias of the
Throughout this course, students will: author, the expertise of the author, the accuracy
of the text and supporting data, the intended
A1.1 formulate different types of questions to
audience, the purpose of the messaging, the
guide investigations into geographic issues
context in which the information was presented)
in the selected region (e.g., factual questions:
Which country in the region has the highest Sample questions: “Whose point of view does
income per capita?; comparative questions: this source represent? Is the source biased?
Which government strategy is more apt to improve Have you consulted other sources that represent
the lives of children in a country, an increase other points of view? Which source is most
in funding for education or for food and water credible and why?” “Are the authors’ conclusions
safety?; causal questions: How have population consistent with the data they cite?”
shifts had an impact on the region?)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.4 interpret and analyse data and information

A1.2 select and organize relevant data and infor- relevant to their investigations, using various
mation on geographic issues in the selected tools, strategies, and approaches appropriate
region from a variety of primary and secondary for geographic inquiry (e.g., interpret diagrams
sources (e.g., primary: photographs; raw data, illustrating the flow of money into and out of the
both quantitative and qualitative; satellite images; region; analyse graphs and charts showing data
statistics; secondary: atlases, books, charts, digital related to quality of life indicators for countries in
and print maps, graphs, magazines, newspapers, the region to determine trends and correlations; use
websites), ensuring that their sources represent decision-making templates to help them analyse
a range of perspectives different points of view on an issue of concern to
the region; outline various perspectives on the
Sample questions: “How might you use
impact of foreign investment in the region)
employment, income, and industry statistics
to analyse economic development patterns in Sample questions: “What type of graphic
different parts of the region? Where might you organizer might help you analyse the impact
find this data and information?” “What type of of multinational corporations on the region?”
data and information do you need to collect in “What data layers and types of information
order to assess the rate of extraction of a specific might you include when using a geographic
resource and the impact on the local people?” information system (GIS) to analyse the
“What types of maps and graphs will help relationship between physical features and
you analyse the impact of a megaproject in natural resources in the region?”
the region?”
A1.5 use the concepts of geographic thinking
A1.3 assess the credibility of sources and informa- (i.e., spatial significance, patterns and trends,
tion relevant to their investigations (e.g., by interrelationships, geographic perspective) when

132
 analysing and evaluating data and information, A1.8 use accepted forms of documentation (e.g.,
formulating conclusions, and making judgements footnotes, author/date citations, reference lists,
about geographic issues in the selected region bibliographies, credits) to reference different
(e.g., use the concept of spatial significance to explain types of sources (e.g., articles, oral recounts,
natural hazards to which the region is prone; use blogs, books, databases, films, websites)
the concept of patterns and trends to analyse short-
and long-term population trends and phenomena A1.9 use appropriate terminology when
such as the shift of population to urban centres; use communicating the results of their investiga-

Regional Geography
the concept of interrelationships to analyse the tions (e.g., vocabulary specific to their inquiry;
impact that economic development has had on terminology related to geography and to the
indigenous peoples in the region; use the concept concepts of geographic thinking)
of geographic perspective to analyse the social,
political, economic, and environmental impact
of globalization on the region) A2. Developing Transferable Skills
Sample questions: “Why would it be useful to Throughout this course, students will:
apply the concept of spatial significance when
investigating the characteristics of a region?” A2.1 describe ways in which geographic investi-
“How might an understanding of patterns and gation can help them develop skills, including
trends guide your analysis of the effectiveness spatial skills and the essential skills in the
of international aid in improving maternal Ontario Skills Passport (e.g., skills related to
health in the region?” “How might an under- reading graphic texts, writing, graphing, computer
standing of interrelationships guide your use, use of GIS and/or satellite imagery, oral
examination of the connections between the communication, numeracy, decision making,
distribution of natural resources and their planning, management, finding information,
development in the region?” “How might problem solving), that can be transferred to
applying the concept of geographic perspective postsecondary opportunities, the world of CGD3M
help you understand the advantages and work, and everyday life
disadvantages of tourism in the region?”
A2.2 apply in everyday contexts skills and
A1.6 evaluate and synthesize their findings to work habits developed through geographic
formulate conclusions and/or make informed investigation (e.g., use critical thinking, mapping,
judgements or predictions about the issues they and/or graphing skills to help them analyse an
are investigating issue of local importance; use listening skills in
discussions to help them understand multiple
Sample questions: “What did you find out perspectives; apply work habits such as collaboration
about how foreign ownership affects economic when sharing ideas and information with a team,
disparity in various countries in the selected or self-regulation to identify strategies for achieving
regions? What conclusions can you draw about a goal)
why foreign ownership may have different
effects in different countries?” A2.3 apply the concepts of geographic thinking
when analysing current events involving
A1.7 communicate their ideas, arguments, and geographic issues (e.g., use the concept of spatial
conclusions using various formats and styles, significance to analyse the importance of pollinators
as appropriate for the audience and purpose to agricultural production and the impact of their
(e.g., a presentation for classmates on trade between decline; use the concept of patterns and trends to
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
Canada and the selected region; a debate on the pros enhance their understanding of issues related to
and cons of resource and/or industrial development global population shifts; use the concept of inter-
in the region; a webcast or podcast for the general relationships to help them understand a current
public on how issues related to food security affect issue related to gender inequality; use the concept
the region; a photo essay for a local community of geographic perspective to analyse the impact
group to illustrate various ways in which the com- of climate change) in order to enhance their
munity is connected to other regions of the world) understanding of these issues and their role
Sample questions: “What kind of information as informed citizens
does your audience need? How much detail
would be appropriate? What format and A2.4 identify some careers in which a geography
approach would be most effective in conveying background might be an asset (e.g., economic
your information to this particular audience?” development officer, GIS technician, international
aid worker, marketing analyst, owner of an importing
business, travel industry analyst, travel writer,
urban planner, environmental scientist)

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 B. NATURAL AND HUMAN SYSTEMS
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Regional Characteristics: demonstrate an understanding of key cultural and socio-economic

characteristics of the selected region and of individual countries in it (FOCUS ON: Patterns and Trends;
Geographic Perspective)
B2. Patterns of Natural and Human Systems: describe patterns in natural features and population
distribution in the selected region, and analyse the relationship between them (FOCUS ON: Spatial
Significance; Interrelationships)
B3. Quality of Life: assess quality of life in the selected region, including factors that contribute to
quality of life and policies/programs that aim to improve it (FOCUS ON: Interrelationships; Geographic
Perspective)

SPECIFIC EXPECTATIONS
B1. Regional Characteristics Sample questions: “What are some significant
cultural differences between the countries of
FOCUS ON: Patterns and Trends; Geographic the region? How has the history of the region
Perspective contributed to these differences?” “Would you
characterize the region as culturally diverse or
By the end of this course, students will: homogeneous?”
B1.1 identify the countries in the region and B1.3 analyse data on various economic indicators
analyse information and data to determine to investigate where individual countries in
basic differences between them (e.g., use maps the region, and the region as a whole, rank within
to compare population density, locate and analyse the global economy (e.g., with reference to natural
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

statistics to compare ethnic and/or religious make- resources, gross domestic product [GDP] and/or
up, interpret and analyse visual images to compare gross national product [GNP], value of exports, per
topography) capita income, debt, aid, types of industry, and/or
Sample questions: “What types of visual infrastructure)
sources might you use when investigating Sample questions: “Where might you find data
similarities and differences in the physical on the GDP of countries in this region? Are
geography of different countries in this region? there significant variations in GDP among these
How might you communicate your findings countries? How does the region’s GDP compare
using a map?” “Where might you find informa- to that of countries outside the region? What
tion on the different political systems in the are the implications of these differences?” “Are
countries in this region?” there emerging economies in the region? If so,
Using spatial skills: Students can explore have they affected the trend in global rankings
satellite images to gain an understanding of in recent years?”
the different types of information that can be Using spatial skills: Students can plot data
gathered by satellite. Satellite imagery can on various economic measures onto graphs
also help students develop a sense of spatial to show patterns in the region or between this
orientation for the region. region and other regions of the world. Graphs
can be placed on a regional or world map to
B1.2 describe the region’s main cultures (e.g., with show the spatial distribution of these patterns.
reference to language; religious groups; ethnic
groups, including indigenous cultures; the arts;
food; history), and assess the level of cultural
diversity in the region

134
 B2. Patterns of Natural and Human have these areas been particularly conducive to
Systems population growth?” “What are some challenges
that the natural features of this region have
FOCUS ON: Spatial Significance; Interrelationships presented to settlement? What impact have these
challenges had on population distribution in
By the end of this course, students will:
the region? Are there areas in this region where
B2.1 describe natural features of the region (e.g., the environment has precluded settlement?”

Regional Geography
landforms, vegetation, climate, soils, water bodies,
natural resources), and analyse the relationship
B3. Quality of Life
between them
FOCUS ON: Interrelationships; Geographic Perspective
Sample questions: “Which landforms dominate
the region?” “What is the relationship between
By the end of this course, students will:
landforms, climate, and vegetation in the region?”
“How are the landforms of the region related to B3.1 analyse various criteria that are used to
its natural resources?” “What criteria would you measure quality of life, and assess quality of life
use when rating the biodiversity of this region?” in the region with reference to several of these
Using spatial skills: Students can construct criteria (e.g., literacy rates; access to education,
thematic maps showing landform and climate medical care, clean water, sanitation, and adequate
regions within the selected area. By adding an housing; GDP per capita; per capita income; life
overlay map that uses symbols to indicate the expectancy; infant and/or maternal mortality;
location of different types of natural resources, gender inequality; unemployment and poverty
students can explore the interrelationship rates; military spending; national debt)
between landforms, climate, and resources Sample questions: “Why is gender inequality
in the region. used as a criterion in measuring quality of life?
What are some indications of gender equality/ CGD3M
B2.2 describe current patterns of population inequality in this region?” “Are the statistics
distribution in the region, with a particular in relation to quality of life consistent across
focus on areas of high population density, and the region? If not, how might you account for
assess the impacts, both positive and negative, differences?” “If data were not available, could
of these patterns (e.g., preservation of natural you use photographs to help you get a sense of
ecosystems in some areas of low population; urban the quality of life of people in the region? Why
sprawl, gated communities, traffic congestion, or why not? Why do we have to examine our
slums, air pollution, waste management challenges, biases before making observations based on
access to and/or pressure on services/infrastructure, photographs?” “Do you think the region can
a broader range of economic opportunities in areas sustain, or improve, the current quality of life
of high population) for future generations? Why or why not?”
Sample questions: “What proportion of the Using spatial skills: Students can support
population in this region is urban? What their analysis of the quality of life in a region
proportion of people live in small towns/villages? by creating a series of graphs using data on
Are these proportions similar for all countries indicators that are associated with quality
in the region?” “What are the major cities in of life (e.g., literacy rates, infant mortality).
this region? What sorts of pressures do they Students can select two quality of life indicators
face? What are some policies/strategies that for countries in the region and plot the related
governments and/or citizens’ groups have data on a scatter graph to assess the correlation
developed for dealing with these pressures? between these indicators.
How effective are they?”
B3.2 analyse how various factors affect quality
B2.3 analyse key relationships between natural of life indicators in the region (e.g., public
features and population distribution in the
NATURAL AND HUMAN SYSTEMS

expenditures on education, health, infrastructure,

region (e.g., with reference to settlement near social services; war; drought or other natural or
bodies of water; location of resource towns, tourist human-made disasters; pandemics; government
towns; agricultural settlements near volcanoes; corruption; misappropriation of aid; labour and
sparse settlement in mountainous, desert, or environmental standards/regulations; discrimination
ice-covered regions) against women or minorities; inequitable access to
Sample questions: “Which parts of the physical resources; food security)
environment of this region have attracted Sample questions: “Where does this region rank
people and sustained population growth? Why in terms of public expenditures on education

135
 and health care? What relationship do you see Sample questions: “What types of income-
between this ranking and the region’s ranking support policies exist in this region? How
Grade 11, University/College Preparation

with regard to quality of life?” “What is the effective do you think they are at improving
relationship between environmental stewardship quality of life in this region?” “Why do some
and quality of life? How is that relationship aid or social service programs specifically
evident in this region?” “Why do analysts speak target women and children? Are there any
of a ‘cycle of poverty’? What factors contribute such programs in this region? If so, how
to the cycle? Why is it so difficult to break?” effective do you think they are?”
Using spatial skills: Students could use
B3.3 assess the effectiveness of programs,
data from a number of years to create a set
policies, and strategies of various groups and
of population pyramids for countries or
organizations, including governments, aimed
indigenous populations in the region and
at improving the quality of life for people in the
then analyse these graphs to determine the
region (e.g., policies related to public education, food
effectiveness of strategies for improving
and water safety, income support for unemployed,
quality of life in the region.
aged, and/or disabled people; programs to improve
literacy rates among women, reduce the spread
of infectious diseases, improve maternal health,
provide clean water; strategies such as the provision
of microcredit)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

136
C. SUSTAINABILITY AND STEWARDSHIP

OVERALL EXPECTATIONS
By the end of this course, students will:

Regional Geography
C1. Sustainability and Stewardship of Natural Resources: analyse issues associated with sustainability
and stewardship of natural resources in the selected region (FOCUS ON: Spatial Significance;
Geographic Perspective)
C2. Inequality and Sustainability: analyse aspects of inequality and economic sustainability in the
selected region, including programs intended to promote equality and sustainability (FOCUS ON:
Patterns and Trends; Interrelationships)
C3. Development Projects/Megaprojects: analyse various issues associated with development projects,
including, where applicable, megaprojects, in the selected region (FOCUS ON: Interrelationships;
Geographic Perspective)

SPECIFIC EXPECTATIONS
C1. Sustainability and Stewardship of living, increase in tax revenue, deforestation and CGD3M
Natural Resources other types of resource depletion/mismanagement,
monoculture and other unsustainable agricultural
FOCUS ON: Spatial Significance; Geographic practices, vulnerability to demands of multinational
Perspective corporations, sweatshops, air pollution, environ-
mental degradation)
By the end of this course, students will:
Sample questions: “Which natural resources
C1.1 identify the main natural resources that are that are found in this region are in global
harvested/extracted in the region (e.g., water, demand? Has demand for these resources
wood, oil and/or gas, coal, minerals, fish, cotton, contributed to political or social conflict?”
wheat, rice, livestock), and assess the sustainability “Why might a government respond to demand
of current rates of harvesting/extraction for natural resources by either privatizing
or nationalizing those resources? Have any
Sample questions: “What is the pattern of
countries in this region taken either action? If
resource extraction in the region? What resources
resources were privatized, who benefited from
are harvested? Do they tend to be used in the
this move? Who did not?” “Is the issue of bulk
region or exported? Is there pressure to increase
water exports relevant to this region? If so, why
rates of extraction?” “Does this region have
might groups in the region have different per-
enough fresh water to meet its current needs?
spectives on this issue?” “How have technological
Is the use of water for agriculture sustainable?
developments increased outside access to the
Do you think water shortages will be an issue
region’s resources? What are the consequences
in this region in the future? Why or why not?”
of this increased access?”
“What impact has the clearing of land for
grazing had on local ecosystems?” Using spatial skills: Students can read/construct
SUSTAINABILITY AND STEWARDSHIP

flow maps and various graphs to visualize/

Using spatial skills: Students can create a vari­
illustrate data on the types of commodities
ety of graphs (e.g., line, bar, circle) to illustrate
and products exported by the region and who
patterns and trends relating to regional natural
imports them.
resource extraction.
C1.3 describe programs in the region that are
C1.2 assess the effects, both positive and negative,
intended to foster stewardship/sustainability
on the region of outside demand for its products
with respect to natural resources (e.g., programs
and/or resources (e.g., development of infrastruc-
related to resource conservation, alternative energy,
ture, job creation, improvement in standards of
tree planting, water quality, seed saving, sustainable

137
 agricultural practices, land rehabilitation, might account for the dominance of a different
recycling and waste disposal), and assess their economic sector (or sectors) in different
Grade 11, University/College Preparation

effectiveness countries of the region?”

Sample questions: “Have businesses in this
C2.2 analyse aspects of inequality within the
region implemented any programs that contrib-
region (e.g., with reference to gender inequality;
ute to stewardship/sustainability? If so, what
racial, ethnic, class, and/or religious discrimination;
are they? How would you determine their
political disenfranchisement; economic inequality
effectiveness?” “Are there any fair-trade pro-
between countries in the region; class inequalities
grams in the region? If so, what impact have
within countries), including key causes and
they had on producers?” “What barriers exist
consequences of disparities between different
to the development and implementation of
groups of people
stewardship programs?” “How might a family
save money by participating in a stewardship Sample questions: “What are some measures
or sustainability program?” of gender equality? How does this region rank
with regard to these measures? What impact
C1.4 explain how imperialism/colonialism has do levels of gender equality or inequality in
affected the region, with reference to its people the region have on women, families, and/or
and their relationship with the natural resources the economy?” “What is the level of income
in the region (e.g., with respect to the region’s inequality in this region? What are the causes
status as a former colony or imperial power; the of such inequality?” “Does trade cause, contrib-
exploitation of people and natural resources before, ute to, or help mitigate economic disparity in
during, and after the colonial period; the impact the region?” “Can the distribution of natural
of colonization on indigenous peoples and/or the resources explain current economic disparity?”
language, religion, and culture of the region; current “What is the status of indigenous people in this
cultural/economic imperialism) region? Do they have rights to and control over
Sample questions: “If this region was colonized, their traditional lands? If not, where and under
how did practices associated with imperial what conditions do they live?” “Has colonialism
control affect the types of resources that were affected the social, economic, and/or political
harvested or the way this was done? Did col- status of different groups in the region?”
onialism affect who controlled these resources? Using spatial skills: Students can use graphs
Is control of resources a continuing issue in this to help them analyse statistical data about the
region? Were indigenous people in this region type and impact of inequality in the region.
displaced as a result of colonization?” “If coun-
tries in this region were imperial powers, what C2.3 assess the sustainability of the regional
was their relationship with indigenous people economy (e.g., the extent to which the economy
in their colonies? What were some of the key depends on non-renewable resources; the mix of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

short- and long-term effects of this relationship primary, secondary, and tertiary industries; whether
for the indigenous people? Do these historical taxes generate sufficient funds to finance public
relationships continue to affect indigenous infrastructure and social programs; the number
people today?” of stable, well-paid jobs; whether profits stay in
the region or go to a multinational corporation
headquartered elsewhere)
C2. Inequality and Sustainability
Sample questions: “How important is public
FOCUS ON: Patterns and Trends; Interrelationships spending, such as the financing of health care,
education, and infrastructure, to the health and
By the end of this course, students will: sustainability of an economy? In what ways is
such spending also a measure of the health of
C2.1 describe the four economic sectors (i.e.,
the economy? What does public spending in
primary, secondary, tertiary, and quaternary)
this region tell you about the sustainability
and analyse data to assess differences between
of the regional economy?” “What does the
countries in this region with respect to employ-
dominance of non-renewable resources in a
ment and production in these sectors
country’s economy mean for the sustainability
Sample questions: “What types of jobs charac- of the economy?”
terize the primary sector? Are any of the
Using spatial skills: Students can construct
countries in this region highly dependent on
maps illustrating the location of various natural
this sector? If so, what do you think this means
resources and using symbols to indicate whether
for the health of their economy?” “What factors
a resource is renewable or non-renewable.

138
C2.4 describe the role of non-governmental C3.2 compare the perspectives of different groups
organizations (NGOs), as well as international on development projects, including, where
government aid, in the region (e.g., with reference applicable, megaprojects, in the region
to which countries in this region receive or contribute
Sample questions: “Why might a government
to foreign aid; the work of NGOs in areas such as
support a megaproject? Why might it refuse
environmental protection, economic development,
to support, or require modifications to, such a
human rights, alternative income programs), and
project? Even if it has the support of government,
evaluate their effectiveness in promoting

Regional Geography
why might some other stakeholders oppose a
sustainability
large-scale development?” “Who has a stake
Sample questions: “Do countries in this region in a current development project in the region?
receive aid from governments and/or NGOs? If What are their points of view about it? How
so, why? What are some issues that the support would you account for differences in perspec-
targets? What do they tell you about challenges tives? Which do you agree with? Why?” “Are
facing this region?” “Which NGOs are most there indigenous people in this region who
active in this region? Why? Who funds the NGO have a stake in this project? If so, what is their
most active in this region? How might this perspective? Does it differ from that of the
funding affect attitudes towards this NGO?” governments and/or the businesses/business
“What criteria might you use when evaluating sectors involved in the construction of the
the success of an NGO in the region? What data project? If so, how and why?”
would you need for such an evaluation?” “Do
some countries within this region contribute C3.3 describe some alternatives to large-scale
to international aid? If so, in what form is aid developments/megaprojects in the region, and
given? Is the aid given to other countries within explain their advantages and disadvantages
the region or to countries in other regions? How (e.g., small-scale alternative energy programs,
do the recipient countries use the aid? Is the aid use of solar or geothermal energy in individual
effective in promoting sustainability within buildings, conservation programs) CGD3M
these countries?” Sample questions: “What are some alternative
energy sources in this region? Are there programs
that promote their development?” “What barriers
C3. Development Projects/
or challenges exist to the development and
Megaprojects
implementation of alternative infrastructure
FOCUS ON: Interrelationships; Geographic Perspective projects?” “What are the main disadvantages
of large-scale development projects? Why
By the end of this course, students will: might these disadvantages lead some groups
to advocate for smaller-scale projects? What
C3.1 analyse how development projects, particu- sorts of challenges or disadvantages might be
larly, where applicable, megaprojects, affect the associated with these smaller projects?”
sustainability of human and natural systems in
the region (e.g., with reference to the development
of dams and other hydroelectric projects, public
transportation projects, energy pipelines, alternative
energy projects, new factories, nuclear power
plants, weapons systems, large-scale sports events)
Sample questions: “Who chooses which projects
are developed in this region?” “Have countries
in this region benefited from large-scale
development projects? Did all people in these
countries benefit? If not, who did not benefit?
SUSTAINABILITY AND STEWARDSHIP

In what ways did the projects have a negative

impact?” “What impact have some past
development projects/megaprojects in this
region had on the environment? Do you think
they were worth the environmental cost? Why
or why not?” “Are new transportation and/or
other infrastructure megaprojects necessary for
the economic development of this region? Why
or why not?”

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 D. REGIONAL AND INTERNATIONAL
Grade 11, University/College Preparation

INTERACTIONS

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. International Organizations in the Region: analyse the role and involvement of intergovernmental
organizations in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
D2. Conflict and Cooperation: analyse aspects of economic, social, and political conflict and cooperation
in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
D3. Economic Development: analyse economic activity in the selected region as well as factors that
contribute to the region’s economic development (FOCUS ON: Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS
D1. International Organizations in the international concern? Have IGOs responded to
Region such issues? Why or why not?” “Do quality of
life indicators in this region suggest the need
FOCUS ON: Interrelationships; Geographic Perspective for support from IGOs?” “What impact have
international political agreements had on this
By the end of this course, students will:
region?” “Has a UN force or troops from a
D1.1 analyse the role countries in the region military alliance been sent to the region to try
play in intergovernmental organizations [IGOs] to keep the peace or resolve a conflict? What
(e.g., United Nations [UN], World Bank, World was the source of the conflict? How effective
Health Organization, World Trade Organization, was the international force in defusing it?”
Intergovernmental Panel on Climate Change,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Organisation for Economic Co-operation and

D2. Conflict and Cooperation
Development, Commonwealth, La Francophonie,
African Union, European Union, Organization of FOCUS ON: Interrelationships; Geographic Perspective
American States, Asia-Pacific Economic Cooperation)
By the end of this course, students will:
Sample questions: “Which countries in the
region have made monetary contributions to D2.1 explain interrelationships between economic
IGOs?” “Why are countries in the region active change/development and conflict and/or
in IGOs?” “Are there disagreements in the cooperation involving this region (e.g., how
region regarding involvement in IGOs?” “What economic development has heightened tensions
are the criteria used to determine membership over land claims or sovereignty; cooperation on
in an IGO? Who is allowed to join or work with and/or disagreement over joint megaprojects;
the IGOs within the region? Who isn’t? Why?” disagreements over emissions targets or other
environmental issues; local resistance to the practices
D1.2 assess the effectiveness of intergovernmental of multinational corporations; conflict over the
organizations and/or agreements in addressing sale and/or privatization of water or the use of
issues in the region (e.g., with reference to genetically modified organisms [GMOs] in the
UN Women; UN conventions on climate change, region’s agriculture industry)
children’s rights, and/or the rights of indigenous
peoples; the International Criminal Court; Sample questions: “Have economic develop-
alliances, treaties, and/or defence agreements; ments in this region affected the ability of
trade agreements) indigenous people to access or live off their
traditional lands? If so, how did these people
Sample questions: “What are some key respond to the threat to their rights and/or way
geopolitical issues in this region that are of of life?” “What are some economic projects that

140
 required cooperation between countries in the migrants moving from rural to urban environments;
region or between this region and other coun- suppression of human rights; disagreements between
tries? What type of negotiation was required religious groups over appropriate cultural expression;
for the success of the project? Who benefited cooperation: regional development projects that
from the project? Was there anyone who did are autonomous and self-sufficient; the need to
not benefit from or who was adversely affected organize to respond to issues of concern to indigenous
by the project?” “Why might a megaproject peoples, women, environmentalists; responses to
lead to conflict between countries in the region human or natural disasters; cultural events or

Regional Geography
and/or outside of the region?” “Have foreign exchanges)
interests and/or multinational corporations Sample questions: “Where in the region is there
contributed to a conflict related to regional evidence of conflict between different cultural
economic development? If the conflict escalates, groups? What are the roots of this conflict? Is
how might it affect people in the region?” this conflict within or between countries? What
role, if any, does former colonial rule play in the
D2.2 analyse key aspects of trade in this region,
present conflict?” “Has conflict arisen in this
including trade among countries within the
region as a result of attempts to undermine
region as well as with those elsewhere in the
the cultural traditions of indigenous peoples?”
world (e.g., trade agreements, trade wars, most
“Are there migrant neighbourhoods in the
important trading partners, largest imports and
region? What supports do they offer to
exports, whether the region exports raw materials
migrants?” “Would you characterize countries
or manufactured products, whether there is a trade
in this region as multicultural, or are minority
surplus or deficit), and assess the impact of trade
cultures expected to integrate into mainstream
in this region
culture?” “Are there grassroots groups that
Sample questions: “Does this region, or do have been created to address specific socio-
countries within this region, have trade agree- cultural issues in the region? What issues are
ments with other countries? If so, what impact they responding to?” CGD3M
have such agreements had on the region?
Do you think they have benefited the region D2.4 describe instances of political conflict or
economically? Have they had a cultural cooperation in the region, and explain their
impact? Do most people in the region/country impact (e.g., conflict: civil war or international
support the agreements? If not, who does not?” conflict; coups d’états; protests related to political
“What data would you need to gather in order policy, government legitimacy, land claims;
to assess the success of a trade agreement suppression of dissent by governments; invasion/
in reducing economic disparities between aggression over disputed territory; economic or
partners?” “What import and export patterns diplomatic sanctions; cooperation: pro-democracy
can you identify in this region?” “Are there movements; regional groups such as the African
resources that the region must import from Union, Organization of American States, European
other regions? Why?” “Is there evidence of Union; treaties/alliances)
increased trade liberalization in countries in Sample questions: “What political disputes
the selected region? Is the liberalization the exist within the selected region? What historical
result of national or regional initiatives?” factors have contributed to these disputes? What
Using spatial skills: Students can construct impact have these disputes had on people in
proportional flow maps of imports and exports the region?” “Have foreign powers, or agencies
to help them visualize trade data and analyse of foreign powers, become involved in conflicts
the volume and direction of trade flows. Students in this region? Why or why not? What impact
REGIONAL AND INTERNATIONAL INTERACTIONS
can use graphs to depict the value of exports has their involvement, if any, had on the
and imports and develop their understanding region?” “What evidence, if any, exists of
of trade balances. increased political cooperation within and
between countries in the region? Are there
D2.3 analyse key causes of social and/or cultural emerging regional political organizations in
conflict and cooperation within the region (e.g., the selected region? If so, what are their goals?”
conflict: historical exploitation by colonial powers; “Are there national/ethnic or indigenous groups
historical conflicts between communities based on seeking independence or self-government in this
race, class, ethnicity, language, culture, or religion; region? What tactics have these groups used?”
population pressures from refugees and/or from

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 D3. Economic Development accessed, extracted, and transported; the relative
remoteness or inaccessibility of the area in which
FOCUS ON: Spatial Significance; Interrelationships
Grade 11, University/College Preparation

resources are located; political disputes over land

and/or ownership of resources; the environmental
By the end of this course, students will:
sensitivity of the land where the resources are)
D3.1 analyse how various factors affect economic Sample questions: “What natural resources in
development in the region (e.g., richness and this region are economically viable? Are there
accessibility of natural resources; level of infra- resources in the region that have not been
structure and technology; availability of an developed? If so, why? Are there resources
educated, skilled workforce; access to markets; in the region that can be sustainably managed?
subsidies or tariffs, whether within the region Is this being done?” “Who is responsible for
or among its trade partners; historical trade and funding infrastructure, such as roads, ports,
development patterns; legacy of colonialism; and railways, that supports resource extraction?”
political policies; political and social stability) “How does the natural environment, and its
Sample questions: “How great an impact resources, affect the economic development
has government policy had on the economic of countries within the selected region?”
development of this region?” “What barriers
to economic development exist in this region?” D3.4 explain the benefits and disadvantages of
“If there are significant differences in the level the operations of multinational corporations
of economic development among countries in [MNCs] in the region (e.g., with reference to
this region, how would you account for these creation of jobs, influence of MNCs on government
differences?” policy, construction of infrastructure, resource
depletion, violations of human rights, changes
D3.2 describe the main types of industry in the in labour and/or environmental standards, funds
region (e.g., manufacturing, agriculture and food from corporate taxes)
processing, resource extraction and processing, Sample questions: “Are there MNCs that are
tourism, service industries, energy generation, headquartered in this region? What are they
knowledge-based industries, high-tech industries), and why are they located there? Are there
and assess their impact MNCs that are headquartered elsewhere but
Sample questions: “Which type of industry have operations in this region? What is the
employs the greatest number of people in the difference between the two for the regional
region? Who benefits most from the products economy?” “How important are MNCs to the
of this industry?” “Which type of industry regional economy? Where might you find data
makes the greatest contribution to the GDP on the proportion of the labour force that works
of countries in this region?” “How would you for an MNC?” “Do MNCs regard environmental
characterize agriculture in this region? Is it and labour regulations in this region as favour-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

dominated by monoculture and multinational able? Why or why not?” “Have factories owned
agribusiness corporations, or does it tend to be or supported by MNCs in this region been the
smaller in scale?” “Do manufacturing jobs in source of environmental disasters or labour
this region tend to be well-paid, unionized jobs, violations? Have such events led governments
poorly paid jobs in sweatshops, or something to tighten lax labour/environmental protection
in between?” “What impact does industry have laws? If not, why not?”
on the environment in this region?” “How would
you gather evidence on the positive and negative D3.5 analyse the advantages and disadvantages
impacts of industrial activity on people in the of foreign investment for this region, with
region?” reference, as appropriate, to countries that
invest and those that attract investment
Using spatial skills: Students can analyse
statistics to predict the future of a natural Sample questions: “Is this region a net source of
resource–based industry in the region (e.g., or destination for foreign investment?” “Are
mining, water, agriculture, energy) and can there aspects of the economy of this region that
construct a line graph that shows change owe their development to foreign investment?
over time. If so, what local socio-economic benefits have
arisen from this investment?” “What impact
D3.3 explain the relationship between the distri- might foreign control over a resource have on
bution of natural resources in the region and its rate of extraction?” “Why might a government
their development (e.g., the amount of a resource legislate limits on foreign investment? Do any
that is available and the ease with which it can be countries in this region have such legislation?

142
 If so, does it focus on a particular sector of tourists originate? How have their cultural
the economy?” “Which stakeholders might expectations affected the region?” “Does this
encourage the expansion of foreign investment region have environmentally sensitive areas
in the region? Which stakeholders might seek that are an attraction for tourists? If so, do you
reductions in, or greater regulations placed on, think the region effectively balances access to
such investment? Why?” and protection of these sites?” “What impact
has the tourism industry had on local cultures?
D3.6 analyse the role of travel and tourism in the Do you think tourism and traditional cultures

Regional Geography
economy of the region as well as the environ- can co-exist? Is the commercialization of cultures
mental and cultural impact of the tourism inevitable in a tourist region? Why or why not?
industry Is such commercialization evident in this region?
Sample questions: “What proportion of the What is gained by such commercialization?
regional economy is related to travel and What is lost?”
tourism? Who benefits from the tourism
dollars?” “From where do the majority of

CGD3M

REGIONAL AND INTERNATIONAL INTERACTIONS

143
 E. DYNAMICS AND CHANGE
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Globalization: analyse how globalization has affected the selected region and how the region has
responded to it (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Shifting Populations: analyse current as well as historical patterns of population movement and
distribution in the selected region (FOCUS ON: Spatial Significance; Patterns and Trends)
E3. Climate Change and Natural Hazards: explain how climate, including climate change, and natural
hazards affect the selected region (FOCUS ON: Patterns and Trends; Interrelationships)

SPECIFIC EXPECTATIONS
E1. Globalization pollution and greenhouse gases from increased
industrial production; threats to fresh water supplies
FOCUS ON: Interrelationships; Geographic Perspective as a result of global demands for water; threats to
native and heritage vegetation, and animals that
By the end of this course, students will:
depend on them, from genetically modified crops)
E1.1 assess the impact of globalization on the Sample questions: “Where would you look for
people of the region (e.g., with reference to human evidence about how globalization is affecting
rights, types of jobs and working conditions, quality the environment in the region?” “Has environ-
of life, minority and indigenous cultures) mental legislation in the region changed as a
Sample questions: “How would you measure result of globalization?” “Are multinational
the short- or long-term impact of globalization corporations threatening the sustainability of
in the region?” “Are human rights in the region the natural environment in the region?” “Is
threatened or improved by globalization?” there evidence that the impact of globalization
“How have political and/or social conditions or on the local/regional environment is contributing
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

practices changed as a result of globalization?” to global environmental challenges?” “How

“How have working conditions changed as a would you rate the success of this region in
result of globalization? Are they better or worse protecting the global commons?”
than before?” “Has globalization helped or
hindered the economic development of the E1.3 describe local, national, regional, and/or
region? What evidence supports your answer?” international policies and strategies that address
“What evidence do you see of the globalization issues associated with globalization, and assess
of culture in the region?” their effectiveness (e.g., with reference to anti-
globalization movements/protests, movements/
Using spatial skills: Students could illustrate support for rights/land claims of indigenous peoples,
data on factors related to globalization – number local food movements and buy-local campaigns,
of MNCs, cultural imports/exports, loss/gain organic farming, the trend in stores and restaurants
of manufacturing jobs, outsourcing – on a map of towards identifying sustainably harvested fish and
the region. Students could annotate the map other seafood)
with their analysis of the impact of globalization
in the region. Sample questions: “What impact has the
increasing flow of goods, people, and services
E1.2 assess the impact of globalization on the had on human health? What are some strategies
natural environment in the region (e.g., loss of that address health issues associated with
forest as a result of demand for grazing land, and globalization?” “What are the goals of the
its impact on regional and global climate; weak antiglobalization movement? How effective
environmental regulations as an inducement to do you think this movement has been in
industrial development; invasive species; air achieving its goals? What are some barriers
to its success?”

144
 E2. Shifting Populations cities in the region?” “Has this type of migration
resulted in social conflict?” “What are the social
FOCUS ON: Spatial Significance; Patterns and Trends and economic effects of a declining rural popula-
tion in the region?” “Under what circumstances,
By the end of this course, students will:
if any, should a government restrict internal
E2.1 identify migration patterns in this region population movement? Is there any evidence of
and analyse their significance (e.g., whether such policies in this region?”

Regional Geography
people tend to immigrate to or emigrate from the Using spatial skills: Students can analyse
region and the sociocultural impact of that trend; graphs showing migration and city population
the presence and impact of refugees; internal statistics to determine areas of population change.
migrations, including urbanization; migration Trends can be plotted on a base map, to which
related to work; the impact of migration on annotations can be added to provide information
population distribution) about the “arrival city” that has received the
Sample questions: “Is the population flow in migrants.
this region national, regional, or international?”
“What factors have led to population movement
in the region? What specific locations have
E3. Climate Change and Natural
attracted migrants? Why?” “Are there a signifi-
Hazards
cant number of refugees in this region? If so, do FOCUS ON: Patterns and Trends; Interrelationships
they tend to be political, economic, or environ-
mental refugees? What circumstances led to By the end of this course, students will:
their status as refugees? Where are they living?
Why are they living there?” “How important E3.1 explain how various factors affect weather
are remittances from emigrants to the economic and climate patterns in the region (e.g., physical
health of people in this region?” features such as mountains, deserts, or bodies of
water; ocean currents; latitude; climate change) CGD3M
E2.2 explain how population distribution has Sample questions: “Are there major water bodies
changed historically in the region as a result of that have an impact on the region’s weather
changes in population growth, political power, and climate?” “Is there any evidence of climate
the economy, and/or technology (e.g., demographic change in the weather patterns of the region?”
factors such as changes in birth and infant mortality
rates; the impact of epidemics, particularly on Using spatial skills: Students can construct a
indigenous populations; the impact of decoloniza- story map showing the factors that affect local
tion; economic changes such as the growth and/or climate. Symbols could be used to illustrate
decline of resource towns; rural depopulation as a ocean currents, air masses, mountain ranges,
result of factors such as increasingly large farms or water bodies, and so on, and annotations could
unsustainable agricultural practices; the impact of be added to explain their effect on weather/
the car on the growth of suburbia in some regions) climate.

Sample questions: “What demographic change E3.2 explain how climate change currently affects
in the region can be measured over the past the region and how it is likely to do so in the
hundred years?” “What was the population future
of this region fifty years ago? What is it now?
If there has been an increase, is it due mostly Sample questions: “Have coastal areas in the
to natural increase or to immigration?” “When region experienced increased flooding and/or
you compare maps showing population distri- storm activity?” “What impact would a rise in
bution in the past with that of today, what are sea level have on this region and its population?”
the most significant changes? How would you “Has climate change had an impact on agricul-
account for them? Do you notice any aspects of tural activity in the region? Do you think it
the distribution that have not changed over time? might in the future? Why or why not?” “Has
If so, why do you think they have remained climate change had an impact on human health
largely the same?” “Are there areas that have in the region? Is it likely to do so in the future?”
DYNAMICS AND CHANGE

experienced depopulation or that have been

abandoned completely? If so, what accounts E3.3 identify natural hazards to which the region
for this?” is vulnerable (e.g., volcanic eruptions, earth-
quakes, tsunamis, drought, landslides, avalanches,
E2.3 analyse the effects of rural-to-urban popula- floods, tornadoes, hurricanes, typhoons, cyclones),
tion shifts on the region and assess the level of preparedness in the region
for natural and/or human-created disasters
Sample questions: “What stresses has rural-to-
urban migration placed on the infrastructure of Sample questions: “Is this region particularly
vulnerable to a specific natural hazard? What
145
 impact could such a hazard have? In what ways
could the impact be minimized by effective
Grade 11, University/College Preparation

preparedness measures?” “What indicators of

disaster preparedness are evident in the selected
region? Who is responsible for disaster prepared-
ness?” “When you examine a past natural
disaster in this region, can you explain how
effective the preparedness measures were?
Have they been improved since that time?”
“Looking at a human-created disaster in the
region, do you think it could have been prevented
if better safeguards had been in place? Did the
disaster lead to any changes in policy/practices?”
“What options for financial protection are avail-
able to families who live in high-risk areas?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

146
Forces of Nature: Physical
Processes and Disasters, Grade 11
University/College Preparation CGF3M

In this course, students will explore physical processes related to the earth’s water, land,
and air. They will investigate how these processes shape the planet’s natural characteris-
tics and affect human systems, how they are involved in the creation of natural disasters,
and how they influence the impacts of human disasters. Throughout the course, students
will apply the concepts of geographic thinking and the geographic inquiry process and
use spatial technologies to analyse these processes, make predictions related to natural disas-
ters, and assess ways of responding to them.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating physical systems, natural phenomena, and natural events

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

147
 Overview (continued)
Grade 11, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization: Spheres of the Earth

B1. Physical Processes and Natural Hazards: analyse the Natural hazards are a Why do the earth’s
characteristics of different types of natural hazards, and result of the earth’s physical features change?
explain the role of physical processes in their occurrence natural processes and
How have various natural
(FOCUS ON: Spatial Significance; Interrelationships) phenomena.
processes altered the
B2. Spatial Connections: analyse relationships between The earth’s physical earth’s landscapes? What
physical processes and the earth’s physical characteristics characteristics have been was created? What was
(FOCUS ON: Patterns and Trends; Interrelationships) created and are changed destroyed?
by physical processes.
Why do we need to
B3. Physical Characteristics of the Earth: describe the Powerful natural understand the earth’s
spatial distribution of the earth’s physical features and processes formed the physical processes in
the processes that form them (FOCUS ON: Spatial earth and continue to order to predict their
Significance; Interrelationships) change and mould the potential hazards?
outer spheres of the earth.

C. The Physical Environment: Sustainability and Stewardship

C1. Renewing the Physical Environment: analyse The choices and actions of Why do humans modify
the role of physical processes and human practices individuals, companies, the natural environment?
in maintaining a sustainable natural environment and governments play a
Do we have a responsibility
(FOCUS ON: Interrelationships; Geographic Perspective) role in sustainability.
to protect the earth?
C2. Human Impact on the Physical Environment: Human activity has an
analyse the impacts of human activities on the earth’s impact on the natural Why is it necessary for
physical processes and the natural environment environment. countries to work together
on strategies to address
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

(FOCUS ON: Spatial Significance; Interrelationships)

sustainability?
C3. Human Use of the Physical Environment: analyse The natural environment
the influence of physical processes and features on has an impact on human How do personal beliefs
human activity (FOCUS ON: Spatial Significance; activity. and values affect the
Geographic Perspective) choices that an individual
or a government makes
about resource use and
sustainability?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

148
 Physical Processes and Disasters
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

Forces of Nature:
D. Systems: Interaction and Interdependence

D1. Sharing the Physical Environment: analyse issues What happens in one Why do humans choose to
relating to natural and human impacts on the region can have a direct live in disaster-prone areas?
environment and the sharing of natural resources impact on another region.
What are the potential
between population groups (FOCUS ON:
impacts of human
Interrelationships; Geographic Perspective)
settlement in a disaster-
D2. Population and Disasters: analyse the influence People in different regions prone area?
of human settlement choices and the earth’s physical of the world need
processes on the impacts of disasters (FOCUS ON: different strategies to deal Who owns water? How do
Patterns and Trends; Interrelationships) with potential disasters. we control the use of
freshwater resources?
D3. Earth’s Planetary Characteristics and Life: explain We rely on the earth’s
the significance of Earth’s planetary characteristics and physical characteristics What criteria would you
history for the development and maintenance of life on and processes to sustain use to rank potential
Earth (FOCUS ON: Spatial Significance; Interrelationships) life. geopolitical issues related
to trends in human CGF3M
activity or changes in
the environment?

E. Impacts of Change

E1. Impacts of Processes and Disasters: analyse impacts Natural processes and Which potential impacts
of physical processes and disasters on human and disasters can cause social, of climate change may
natural systems, locally, nationally, and globally economic, political, and affect your community
(FOCUS ON: Interrelationships; Geographic Perspective) environmental problems. or region?

E2. Disaster Preparedness: assess the role and Disaster preparedness is How does studying
effectiveness of various options for reducing the everyone’s responsibility. disasters of the past help
impacts of disasters on human populations (FOCUS ON: us prepare for disasters
Spatial Significance; Geographic Perspective) of the future?

E3. Processes of Change: describe how the earth’s The earth today is a result How do individuals and
natural systems change, and have changed, over various of many natural processes. governments prepare for
time scales, and explain some of the processes that These processes continue potential disasters?
cause these changes (FOCUS ON: Spatial Significance; to change the planet.
Patterns and Trends) How have the earth’s
natural processes shaped
the world we live in today?
OVERVIEW

149
 A. GEOGRAPHIC INQUIRY AND SKILL
Grade 11, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating physical systems, natural phenomena, and natural events;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to
author, the expertise of the author, the accuracy
guide investigations into physical systems,
of the text and supporting data, the intended
natural phenomena, and natural events (e.g.,
audience, the purpose of the messaging, the
factual questions: What does the Gaia hypothesis
context in which the information was presented)
describe?; comparative questions: What are the
similarities and differences between tornadoes and Sample questions: “Whose point of view does
hurricanes?; causal questions: How might climate this source represent? Is the source biased? Have
change have an effect on various coastal cities you consulted other sources that represent other
around the world?) points of view? Which source is most credible
and why?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant data and

information on geographic issues from a A1.4 interpret and analyse data and information
variety of primary and secondary sources relevant to their investigations, using various
(e.g., primary: raw data from fieldwork, both tools, strategies, and approaches appropriate
quantitative and qualitative; photographs; for geographic inquiry (e.g., interpret weather
satellite images; secondary: published statistics, maps indicating barometric pressure systems to
newspapers, books, atlases, geographic magazines, predict areas of active weather; analyse graphs and
websites, graphs, charts, digital and print maps), charts of global temperatures over time to identify
ensuring that their sources represent a diverse past ice ages and predict future glaciation trends;
range of perspectives use charts to determine the costs and benefits of
building structures that are designed to minimize
Sample questions: “How might you use ship-
the impact of natural disasters; use graphic organ-
wreck data to analyse the location of dangerous
izers to outline various points of view on whether
water currents? Where might you find this
to send relief funds to a country where a natural
data and information?” “What type of data
disaster has occurred)
and information do you need to collect in
order to determine the best location for mining Sample questions: “How might remote sensing
diamonds?” “What types of maps and graphs help you analyse changes in water temperature
will help you analyse landslide patterns?” along a shoreline?” “What data layers might
you use with a geographic information system
(GIS) in order to analyse impacts on an area
affected by a wildfire?”

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A1.5 use the concepts of geographic thinking (i.e., effective in conveying your information to
spatial significance, patterns and trends, inter- this particular audience?”
relationships, geographic perspective) when
analysing and evaluating data and information A1.8 use accepted forms of documentation (e.g.,
and formulating conclusions and/or judgements

Physical Processes and Disasters

footnotes, author/date citations, reference lists,
about physical systems, natural phenomena, bibliographies, annotated bibliographies, credits)
and natural events (e.g., use the concept of spatial to reference different types of sources (e.g.,
significance to analyse the distribution of cold and websites, blogs, books, articles, films, data)
hot deserts around the world; use the concept of

Forces of Nature:
patterns and trends to predict which regions of A1.9 use appropriate terminology when
the earth will be most prone to future catastrophic communicating the results of their investiga-
seismic events; use the concept of interrelationships tions (e.g., vocabulary specific to their inquiry;
to analyse the impacts of fossil-fuel combustion on terminology related to geography and to the
the earth’s climate; use the concept of geographic concepts of geographic thinking)
perspective to analyse the social, political, economic,
and environmental impacts of repeated flooding in
an area) A2. Developing Transferable Skills
Sample questions: “How might the concept Throughout this course, students will:
of spatial significance help you identify the
A2.1 describe ways in which geographic investi-
boundaries of a drainage basin?” “How might
gation can help them develop skills, including
an understanding of patterns and trends help
spatial skills and the essential skills in the
you determine the best location for a house along
Ontario Skills Passport (e.g., reading graphic texts,
a river?” “How might an understanding of
writing, graphing, computer use, use of GIS, use of
interrelationships help you determine locations
satellite imagery, oral communication, numeracy,
where solifluction might be an issue?” “How
decision making, planning, management, finding
can geographic perspective help you analyse CGF3M
information, problem solving), that can be trans-
the impacts of climate change?”
ferred to postsecondary opportunities, the
world of work, and everyday life
A1.6 evaluate and synthesize their findings to
formulate conclusions and/or make informed
A2.2 apply in everyday contexts skills and work
judgements or predictions about the issues they
habits developed through geographic investi-
are investigating
gation (e.g., use critical thinking, mapping, and
Sample questions: “How might a knowledge graphing skills to analyse statistics and data in
of international agreements such as the United order to deepen their understanding of a local
Nations Convention on the Law of the Sea or environmental issue; use listening skills to consider
policies such as Canada’s Arctic sovereignty multiple perspectives when discussing a disaster
initiative help you in making judgements about caused by human error that affects the physical
some of the impacts of melting sea ice? Why environment; apply work habits such as collabora-
might melting sea ice be an issue for some tion when working with a team to determine the
countries and not others? Which countries criteria that need to be considered when making
would you expect to be most concerned about a decision relating to outdoor safety; use habits of
the melting of the polar ice caps?” self-regulation to monitor their own progress on
a task)
A1.7 communicate their ideas, arguments, and
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
conclusions using various formats and styles, A2.3 apply the concepts of geographic thinking
as appropriate for the audience and purpose when analysing current events involving geo-
(e.g., a debate with classmates on the need for graphic issues (e.g., use the concept of spatial
natural spaces within their community; a report significance to analyse the impact of pollutants
for the construction industry on the effects of acid released into the air; use the concept of patterns
precipitation and chemical weathering on various and trends to analyse potential impacts of El Niño
building materials; a webcast or podcast for the and La Niña on North and South America; use
general public on ways of protecting themselves the concept of interrelationships to analyse the
from a specific type of natural disaster; a photo connection between dropping water tables and
essay for a local community group to illustrate the sinking cities; use the concept of geographic per-
impacts of physical processes at work within their spective to analyse the potential consequences of
community) harvesting a group of trees in the neighbourhood)
in order to enhance their understanding of
Sample questions: “What kind of information
these issues and their role as informed citizens
does your audience need? In how much detail?
What format and approach would be most

151
 A2.4 identify some careers in which a geography
background might be an asset (e.g., conservation
Grade 11, University/College Preparation

officer, land surveyor, landscaper, emergency

preparedness coordinator, urban planner, civil
engineer, insurance adjuster, oceanographer,
seismologist, meteorologist, volcanologist)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

152
B. SPATIAL ORGANIZATION: SPHERES
OF THE EARTH

Physical Processes and Disasters

OVERALL EXPECTATIONS

Forces of Nature:
By the end of this course, students will:

B1. Physical Processes and Natural Hazards: analyse the characteristics of different types of natural
hazards, and explain the role of physical processes in their occurrence (FOCUS ON: Spatial Significance;
Interrelationships)
B2. Spatial Connections: analyse relationships between physical processes and the earth’s physical
characteristics (FOCUS ON: Patterns and Trends; Interrelationships)
B3. Physical Characteristics of the Earth: describe the spatial distribution of the earth’s physical features
and the processes that form them (FOCUS ON: Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS
Sample questions: “Why are some regions CGF3M
B1. Physical Processes and Natural
Hazards of the world more prone to volcanoes and
earthquakes than others?” “What are some
FOCUS ON: Spatial Significance; Interrelationships of the hazards associated with volcanoes?”
“What are some of the common physical effects
By the end of this course, students will:
that accompany earthquakes, and what is their
B1.1 analyse the characteristics of different types impact on human and natural systems in the
of weather and climatic hazards (e.g., hurricanes, vicinity of the earthquake?”
tornadoes, blizzards, droughts), and explain the Using spatial skills: Students can add a map
role of atmospheric conditions and processes in layer of regions prone to earthquakes and
their occurrence (e.g., temperature, pressure, and volcanoes to a base map of the earth’s fault
humidity contrasts; heat transfer through convection lines to investigate factors that affect the location
and condensation; sea surface temperatures; blocking; of these events. Students can also identify the
wind shear) probable location of an underwater earthquake
Sample questions: “Why do Atlantic hurricanes that triggered a tsunami by adding a map layer
tend to follow a boomerang-shaped path? Why of regions struck by the tsunami to a base map
do hurricanes lose strength after they move of the earth’s fault lines.
inland or cross over colder waters?” “Why
does Oklahoma have more tornadoes than B1.3 analyse the characteristics of different types
of hydrological hazards (e.g., storm surges, SPATIAL ORGANIZATION: SPHERES OF THE EARTH
Nova Scotia?” “What hazards are associated
with thunderstorms?” “Should forest fires be avalanches, flooding), and explain the role of
considered a climatic hazard?” “What is the geological and/or atmospheric processes in
relationship between tropical storms and their occurrence
hurricanes, storm intensity and atmospheric Sample questions: “What are some of the ways
pressure, or cumulonimbus clouds and in which flooding can occur?” “Why is the
thunderstorm cells?” southern part of the Red River prone to flooding
in the spring?” “Why is a snow avalanche both
B1.2 analyse the characteristics of different types a hydrological and a geological hazard?” “How
of geological hazards (e.g., volcanoes, earthquakes, is climate change increasing the potential for
tsunamis, landslides, avalanches, mudflows), and damage by storm surges?”
explain the role of tectonic and other geological
processes in their occurrence (e.g., folding, faulting,
volcanism, mass wastage)

153
 B2. Spatial Connections B2.4 analyse the effects of biological processes on
different components of the Earth system (e.g.,
FOCUS ON: Patterns and Trends; Interrelationships
Grade 11, University/College Preparation

the role of trees, decaying plants, mosses, lichens,

microorganisms, and worms in weathering and soil
By the end of this course, students will:
formation; the role of animals in the modification
B2.1 analyse the relationship between atmospheric of surface features; the influence of living organisms
processes and dynamics and the spatial distri- on the composition of the atmosphere and ocean
bution of major atmospheric and climatic chemistry)
phenomena (e.g., trade winds, jet streams, and
Hadley cells; low-pressure systems and different B3. Physical Characteristics of the Earth
types of storms; cooling and glaciation)
FOCUS ON: Spatial Significance; Interrelationships
Sample questions: “How does the differential
heating and cooling of the earth’s surface By the end of this course, students will:
explain the global wind belts?” “How does
albedo contribute to the differences in climate B3.1 describe the regional distribution of the
between polar and equatorial regions?” earth’s major physical characteristics (e.g.,
landforms, water bodies and systems, climate
B2.2 analyse the relationship between the earth’s regions, vegetation regions), and analyse factors
geological processes (e.g., rock and mineral that influence their spatial distribution
formation, plate tectonics, gradational processes)
Sample questions: “What natural processes
and the spatial distribution of major physical
played a role in the formation of the Sahara?
features and phenomena (e.g., features: mountain
Where else have similar forces played a role
ranges and the Pacific Ring of Fire, river systems,
in the formation of a desert?” “In which regions
volcanic mountains; phenomena: earthquakes,
of the world would you expect orographic
volcanic eruptions, landslides)
precipitation to occur?” “Using maps of global
Sample questions: “What kinds of maps and wind patterns, can you identify countries that
spatial technologies would be most useful are normally affected by monsoon rains?”
for determining the relationship between the “What natural factors determine the spatial
pattern of earthquake and volcanic occurrences extent of a rainforest?”
and crustal plate boundaries?” “Why are there
Using spatial skills: Students can identify
different types of earthquakes and volcanoes?”
spatial patterns relating to physical features by
“How might monitoring and investigating
overlaying a base map of the earth with maps
fault lines in Iceland and California help in
of different physical features. They can identify
understanding processes inside the earth?”
further relationships associated with a specific
“How do the geological characteristics of an
feature by overlaying the map of that feature
area determine river drainage patterns?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

with maps of other features that might be related

Using spatial skills: Students can analyse to it.
topographic maps of areas where glacial
deposition has occurred in order to understand B3.2 describe the characteristics of the earth’s
the connection between glaciation and surface outer spheres (e.g., lithosphere, hydrosphere,
features such as kames, moraines, eskers, and atmosphere, biosphere) and their relationship to
erratics. Students can also use topographic the earth’s internal spheres (i.e., core, mantle),
maps to support their investigation of the role and explain the role of both in the early phases
of erosion in various stages of river formation. of the earth’s development
Sample questions: “What processes in the
B2.3 analyse the relationship between the earth’s
earth’s interior led to the formation of the
hydrospheric processes and the spatial distribu-
continents?” “How did processes in the earth’s
tion of related major physical features and
interior contribute to the development of
phenomena (e.g., the relationship between ocean
our present atmosphere?” “What conditions
currents and coastal characteristics, ocean currents
were necessary for the development of living
and climatic patterns, gravitational pull and tides)
organisms?” “How did early life forms modify
Sample questions: “Why could glaciation be the atmosphere?”
considered an atmospheric as well as a hydro-
logic process?” “How are tide heights related to
the phases of the moon?” “How do rivers alter
landforms?”

154
C. THE PHYSICAL ENVIRONMENT:
SUSTAINABILITY AND STEWARDSHIP

Physical Processes and Disasters

OVERALL EXPECTATIONS

Forces of Nature:
By the end of this course, students will:

C1. Renewing the Physical Environment: analyse the role of physical processes and human practices in
maintaining a sustainable natural environment (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Human Impact on the Physical Environment: analyse the impacts of human activities on the earth’s
physical processes and the natural environment (FOCUS ON: Spatial Significance; Interrelationships)
C3. Human Use of the Physical Environment: analyse the influence of physical processes and features
on human activity (FOCUS ON: Spatial Significance; Geographic Perspective)

SPECIFIC EXPECTATIONS
C1. Renewing the Physical Environment erosion?” “What criteria would you use to assess
the effectiveness of a rehabilitation process?” CGF3M
FOCUS ON: Interrelationships; Geographic Perspective
C1.3 identify and assess the effectiveness of
By the end of this course, students will:
various national and international strategies
C1.1 describe ways in which the physical environ- and initiatives for reducing the human impact
ment renews itself naturally (e.g., decaying matter on the natural environment (e.g., protected areas,
develops into soil; silt from erosional forces may such as national parks, marine protection zones,
form rock; biogeochemical cycles such as the carbon, and UNESCO biosphere reserves; environmental
nitrogen, and hydrologic cycles transfer water and monitoring programs; national legislation such as
nutrients back and forth between the living and the Species at Risk Act; international agreements
non-living components of the environment) such as the Canada–United States Air Quality
Agreement or the Great Lakes Water Quality
Sample questions: “How has life on Earth Agreement)
continued for billions of years when the resources
Sample questions: “Should the international

THE PHYSICAL ENVIRONMENT: SUSTAINABILITY AND STEWARDSHIP

needed to support it are virtually finite?” “If
mineral resources can be renewed naturally, community support the trading of carbon
why do we categorize them as a non-renewable credits?” “Why did the Kyoto Protocol and the
resource?” “How do forest fires contribute to Montreal Protocol have different outcomes?”
forest regeneration?” “In what ways is destruc-
C1.4 describe strategies and practices that are used
tion and renewal a part of the evolutionary
to protect local ecosystems and make them
adaptation of natural systems?”
more sustainable (e.g., watershed and wildlife
C1.2 assess the effectiveness of various processes management programs; conservation areas; wildlife
used by resource-based industries to protect or corridors; sustainable agricultural practices, such
rehabilitate the physical environment as no-till farming and use of buffer strips to separate
fields from rivers; urban strategies such as municipal
Sample questions: “What are some of the transit subsidies, waste-reduction programs, and
environmental problems associated with the pesticide bans)
closing of open-pit mines, and what options are
available for rehabilitating these sites in order Sample question: “How do green belts and
to minimize long-term environmental damage?” the curbing of urban sprawl contribute to the
“Is ‘green’ mining possible? How can the sustainability of natural systems in heavily
environmental impacts of mining be reduced?” urbanized regions?”
“Can we make our existing reserves of non-
C1.5 identify strategies and practices that individ-
renewable resources last longer? In what ways
uals can use to reduce their personal impact on
would that benefit the environment?” “How
the natural environment (e.g., changing personal
does contour farming protect against soil
155
 consumption patterns, minimizing waste through C2.3 assess the effectiveness of various means for
reuse and recycling, supporting environmental decreasing risks from natural hazards (e.g., bans
Grade 11, University/College Preparation

advocacy organizations) on housing construction in potentially dangerous

Sample questions: “What are some ways in areas such as floodplains or beachfronts; building
which individuals can work to reduce emissions code provisions; protective infrastructure such as
of greenhouse gases and smog-causing pollut- breakwaters; watershed management practices
ants?” “What are some simple things that you such as flood control, flood forecasting, and erosion
can do to reduce water pollution?” “What control; avalanche and landslide control measures)
common household items contain toxic Sample questions: “What impact did the building
materials? How should they be disposed of? of a tsunami wall have on the Japanese island
Are there alternatives to these items that are community of Okushiri?” “Why did levees fail to
not toxic or don’t require hazardous waste protect New Orleans during Hurricane Katrina?”
disposal?” “What is urban farming and what
financial benefit does it have for families? How
does urban farming help reduce environmental C3. Human Use of the Physical
waste?” Environment
FOCUS ON: Spatial Significance; Geographic Perspective
C2. Human Impact on the Physical By the end of this course, students will:
Environment
C3.1 describe how various features in the physical
FOCUS ON: Spatial Significance; Interrelationships
environment provide economic resources or
By the end of this course, students will: benefits for society (e.g., waterfalls provide energy
sources; moraines and eskers provide sand and
C2.1 explain how human modification of the gravel; forests and minerals provide materials for
landscape (e.g., urban expansion, paving, river building and manufacturing; sheltered bays provide
damming or diversion, deforestation, draining of good harbours)
wetlands, mining) affects natural systems (e.g., Sample questions: “What are the economic
changes in groundwater, loss of habitat, alteration benefits of a river?” “What kinds of physical
of food chains, creation of heat domes and other features attract human settlement? What are
local climatic changes, changes in carbon budget some of the economic benefits associated with
and related climate effects, changes in drainage these features?” “What are the economic
patterns, impairment of surface water quality) advantages of your community’s physical
Sample questions: “In what ways did the environment?”
modification of the Yangtze River, due to the
development of the Three Gorges Dam, affect C3.2 analyse the costs and benefits of various
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

natural systems in that region of China? What natural phenomena from a human perspective
criteria would you use to determine which (e.g., volcanic eruptions pose a danger to human
of these changes will have the largest and settlement but produce fertile soil; monsoon rains
longest-lasting impacts?” lead to flooding of the land but are vital to crop
production; subduction at tectonic plate boundaries
C2.2 explain how human activities that modify causes earthquakes and volcanoes but also forms
the natural environment may increase the concentrations of minerals)
possibility of a natural disaster or intensify its Sample questions: “Can excessive snowfall
impacts (e.g., deforestation or urban construction provide benefits to humans? Are there costs
that alters bedrock may increase the possibility of related to below-average snowfall?”
a landslide; building houses on permafrost may
trigger mudflows; draining and infilling of
wetlands may increase the severity of floods)
Sample questions: “How did coal mining in
Turtle Mountain, Alberta, contribute to the
Frank Slide?” “How did the Vajont Dam in
Italy contribute to a flooding disaster, and why
was the site of the dam a poor choice?” “How
did the construction of offshore islands as part
of a land-reclamation process contribute to
liquefaction impacts during the Great Hanshin
Earthquake of 1995?”

156
D. SYSTEMS: INTERACTION AND
INTERDEPENDENCE

Physical Processes and Disasters

OVERALL EXPECTATIONS

Forces of Nature:
By the end of this course, students will:

D1. Sharing the Physical Environment: analyse issues relating to natural and human impacts on
the environment and the sharing of natural resources between population groups (FOCUS ON:
Interrelationships; Geographic Perspective)
D2. Population and Disasters: analyse the influence of human settlement choices and the earth’s
physical processes on the impacts of disasters (FOCUS ON: Patterns and Trends; Interrelationships)
D3. Earth’s Planetary Characteristics and Life: explain the significance of Earth’s planetary
characteristics and history for the development and maintenance of life on Earth (FOCUS ON:
Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS CGF3M

D1. Sharing the Physical Environment in sensitive environments such as the High
Arctic or Antarctica?” “How might Aboriginal
FOCUS ON: Interrelationships; Geographic Perspective treaty rights affect agreements between Canada
and the United States for managing shared
By the end of this course, students will:
water resources?” “How have various countries
D1.1 explain how natural events or human activities tried to manage shared water resources such as
in one part of the world can have impacts on the Rhine, Brahmaputra, and Jordan rivers?”
other parts of the world (e.g., downstream impacts “What were the main issues surrounding the
of dams, climatic effects of volcanic eruptions, Cochabamba Water War in Bolivia? How did
effects of fossil-fuel combustion on global climate this conflict contribute to the UN’s recognition
and acidity of precipitation, effects of the use of in 2010 that water is a human right?”
ozone-depleting chemicals on the ozone layer)
D1.3 make predictions about geopolitical issues
Sample questions: “What impact does a large that may emerge in the future and the regions
volcanic eruption have on climate, and what that they will affect on the basis of current
natural processes are responsible for this trends in human activities and environmental
impact?” “What impact is rapid economic conditions
development in Brazil, Russia, India, and
China having on global climate change?” Sample questions: “How will climate change
affect the availability of water in different parts SYSTEMS: INTERACTION AND INTERDEPENDENCE

D1.2 analyse issues relating to the sharing of of the world, and what issues will countries
resources by different countries or population in water-rich and water-poor regions face as a
groups (e.g., water extraction, water level, and result?” “What countries are likely to face severe
water quality issues in the Great Lakes basin; challenges due to rising sea levels, and what
resource exploration and extraction and wildlife are their options for responding?” “How does
management in the Arctic; conflict between herders the distribution of wealth affect the amount
and farmers in the Sahel region of Africa; conflict and quality of water that different population
between ranchers and ecologists over the reintro- groups have access to, and how might it affect
duction of wolves to Yellowstone National Park) their ability to respond to related challenges
due to climate change?”
Sample questions: “Who owns the oceans?”
“Should governments allow resource extraction

157
 D2. Population and Disasters D3. Earth’s Planetary Characteristics
and Life
FOCUS ON: Patterns and Trends; Interrelationships
Grade 11, University/College Preparation

FOCUS ON: Spatial Significance; Interrelationships

By the end of this course, students will:
By the end of this course, students will:
D2.1 analyse factors that influence human settle-
ment in hazardous areas (e.g., slopes of active D3.1 explain the biological significance of Earth’s
volcanoes, floodplains, Tornado Alley, coastal areas position in space (e.g., with respect to temperature,
of Bangladesh), and assess ways of moderating presence of liquid water, presence of a life-supporting
the risks of living in these areas atmosphere)
Sample questions: “Why might people live Sample questions: “Why is the story of Goldilocks
in an area that they know is prone to natural often referred to when describing Earth’s position
disasters?” “What is the difference between a in space?” “What are the characteristics of
natural hazard and a natural disaster?” “How Earth that would need to change in order
can people adapt to natural hazards in order for Earth to be like Venus or Mars?”
to reduce the risk of disasters? What determines
whether they can adapt effectively or not? D3.2 explain how the earth’s shape, orbit, rotation,
Should people be allowed to settle in areas and tilt produce seasonal and regional varia-
where there is a high risk of a natural disaster?” tions in climate and support biodiversity by
creating regionally diverse conditions for life
Using spatial skills: Using a world map as
a base, students can identify disaster-prone Sample questions: “What is the significance
regions by adding layers showing where different of the following lines of latitude to the seasons –
types of natural disasters have occurred. They the tropic of Cancer, the tropic of Capricorn, the
can also use this information to identify the equator, the Arctic and Antarctic circles?” “How
place where, in their opinion, people face the does the tilt of the earth’s axis cause seasons?”
highest natural disaster risk in the world. “Why is it summer in the Northern Hemisphere
when it is winter in the Southern Hemisphere?”
D2.2 explain how the earth’s physical processes “Which parts of the earth have the greatest
can affect the impacts of a human disaster (e.g., quantity and diversity of living organisms?
wave action and BP’s Gulf of Mexico oil spill of Why?”
2010; wind patterns and Japan’s Fukushima nuclear
disaster of 2012; wind, precipitation, and forest fire D3.3 demonstrate a critical understanding of
spread) various theories of the origins of the universe
and of Earth’s formation and evolution (e.g.,
Sample question: “Why is it important to
formation: big bang, nebular hypothesis; evolution:
understand the earth’s physical processes when
continental drift, plate tectonics), and describe
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

dealing with disasters caused by humans?”

the theories’ contribution to our understanding
Using spatial skills: On a map of the affected of some of Earth’s major characteristics
region, students can plot the point of origin of a
Sample questions: “What are the strengths and
disaster and shade in the areas that experienced
weaknesses of the evidence used to support the
impacts. The map can be used to support further
theory of plate tectonics?” “How has continental
investigations of the processes that determined
drift contributed to biological diversity?” “How
which areas were affected and in what ways.
does the nebular hypothesis explain the varying
densities of the earth’s layers?”

158
E. IMPACTS OF CHANGE

Physical Processes and Disasters

OVERALL EXPECTATIONS
By the end of this course, students will:

Forces of Nature:
E1. Impacts of Processes and Disasters: analyse impacts of physical processes and disasters on human
and natural systems, locally, nationally, and globally (FOCUS ON: Interrelationships; Geographic
Perspective)
E2. Disaster Preparedness: assess the role and effectiveness of various options for reducing the impacts
of disasters on human populations (FOCUS ON: Spatial Significance; Geographic Perspective)
E3. Processes of Change: describe how the earth’s natural systems change, and have changed, over
various time scales, and explain some of the processes that cause these changes (FOCUS ON: Spatial
Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
E1. Impacts of Processes and Disasters implications? In what ways did the damage
caused by this disaster affect the natural CGF3M
FOCUS ON: Interrelationships; Geographic Perspective environment? How do these impacts compare
with those of the Japan earthquake and tsunami
By the end of this course, students will:
of 2011?”
E1.1 analyse selected short- and long-term impacts
of natural processes in various parts of the E1.3 assess potential impacts, both positive and
world (e.g., river erosion and the development of negative, of climate change on different parts
canyons; rising sea level and the loss of islands; of the world, including their local community
volcanic activity and the loss of islands, the building Sample questions: “How will Arctic warming
of islands, and increases in soil capability; glaciation affect animal populations and migration
and till deposition and soil formation; earthquakes patterns? How are indigenous communities
and separation of land; erosion and sedimentation likely to be affected? What are the consequences
and the development of deltas, floodplains, and of thawing permafrost? What are some of the
other landforms; sedimentation and fossil-fuel economic benefits that are expected to come
formation; plate tectonics and mineral formation) from the warming of the Arctic?” “What areas
Sample questions: “What are some natural of the world currently produce the most grain
processes that affect your local area? What foods? How might this change? What concerns
impacts might these have on your local might a change in grain production raise?”
community or region over time?” “How might climate change have an impact
on tourist destinations that depend on the
E1.2 compare, from a geographic perspective, weather?” “Why are some coastal cities more
the impacts of selected natural and human vulnerable to the rise of sea level than others?
disasters (e.g., Hurricane Sandy and Hurricane Why are poorer regions more vulnerable than
Katrina; earthquakes in Haiti in 2010 and in Kobe, richer ones?” “Which countries might be faced
Japan, in 1995; recent droughts in the Sahel and with environmental migration issues due to
the dust bowl in North America during the 1930s; climate change?” “How are regions that depend
the 2010 BP oil spill in the Gulf of Mexico and the on glacier-fed rivers for their water supply likely
grounding of the Exxon Valdez in 1989) to be affected by climate change?”
IMPACTS OF CHANGE

Sample questions: “What were the impacts of Using spatial skills: Students can make a
the Indian Ocean earthquake and tsunami of preliminary identification of coastal settlements
2004? How did it affect the people, their homes, that are vulnerable to flooding from rising
their schools, and businesses? What political sea levels by adding a map showing coastal
impact did this disaster have on the region in elevation data to a world base map showing
which it occurred? Was the economic impact human settlement.
felt only in the region or did it have global
159
 E2. Disaster Preparedness E3. Processes of Change
FOCUS ON: Spatial Significance; Geographic FOCUS ON: Spatial Significance; Patterns and Trends
Grade 11, University/College Preparation

Perspective
By the end of this course, students will:
By the end of this course, students will:
E3.1 analyse patterns and trends in the earth’s
E2.1 explain how various technologies, devices, natural systems over geologic time
and classification systems (e.g., tilt meters, laser Sample questions: “How have changes in
rangefinders, seismographs, the global positioning the earth’s physical characteristics influenced
system [GPS], GIS, satellites, modified Richter scale, biological change? How have biological changes
Saffir-Simpson scale, Fujita scale, anemometers, influenced the earth’s physical processes?”
barometers, wet and dry thermometers) are used to “Climate change has directly or indirectly
measure, monitor, predict, and analyse natural contributed to past mass extinctions in geologic
processes and hazards, and assess their role in history. Do you think that human-induced
reducing the human impacts of disasters climate change will lead to an extinction in the
Sample questions: “What technology and data future? Why or why not?” “How might human
would you need to set up a tsunami warning activity be shaping future changes in the earth’s
system? Why might such a system be able to natural systems?”
save lives?” “What role does Doppler radar Using spatial skills: Students can reinforce their
play in forecasting storm activity?” understanding of change over geologic time by
using illustrations to mark significant geological
E2.2 assess the role of various adaptation and and biological events on a representation of the
response measures in reducing the human geologic time scale. Students can also graph
impacts of natural disasters (e.g., research, global climate data using different scale intervals
monitoring, communication, geo-engineering, in order to make inferences relating to trends
levees, dams, building codes, windbreaks, cloud in climate.
seeding, avalanche control)
Sample questions: “How can governments use E3.2 explain how the earth’s tilt and changes in
earthquake data to evaluate risks and develop its position with respect to the sun and moon
appropriate emergency response measures?” influence natural changes in the physical
“Why is it important for people to know the environment (e.g., seasons, tide heights, ocean
difference between a tornado watch and a currents, the ozone layer)
tornado warning?”
E3.3 explain the role of various erosional and
E2.3 analyse ways in which communities prepare depositional agents (e.g., water, ice, wind, chemical
processes) in shaping the earth’s physical features
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

for and respond to natural disasters, using local,

national, and international examples (e.g., meanders, valleys, dunes, caves), locally,
regionally, and globally
Sample questions: “Does your community
have an emergency plan to respond to natural Sample questions: “How can glaciation be both
disasters? Which hazards does it specifically an agent of degradation and erosion and an
address? How effective do you think the plan agent of deposition?” “What roles does water
would be in the event of a real disaster? Are play in various physical processes?”
there potential hazards it does not address?”
“How do your community’s plans for responding
to a particular type of disaster compare with
those of other communities in Canada or in
other parts of the world that face similar risks?
Do other communities have plans or systems
in place that should be considered by your
community?”

160
Travel and Tourism: A Geographic
Perspective, Grade 11
Open CGG3O

This course focuses on issues related to travel and tourism within and between various
regions of the world. Students will investigate unique environmental, sociocultural,
economic, and political characteristics of selected world regions. They will explore travel
patterns and trends, as well as tensions related to tourism, and will predict future tourism
destinations. Students will apply the concepts of geographic thinking and the geographic
inquiry process, including spatial technologies, to investigate the impact of the travel
industry on natural environments and human communities.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating geographic issues relating to travel and tourism

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

161
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking
Grade 11, Open

B. Spatial Organization: Why, Where, and How We Travel

B1. Spatial Interaction: analyse patterns of spatial Many factors determine Why do people travel?
interaction between tourist sources and destinations where, when, and how
What services do travellers
(FOCUS ON: Spatial Significance; Patterns and Trends) people travel.
want to have access to at a
B2. Spatial Distribution: explain interrelationships Tourism influences the location? How might these
between tourism and the spatial distribution of services services and attractions differ, depending on a
and attractions in tourist destinations (FOCUS ON: available at a location. traveller’s age or gender
Patterns and Trends; Interrelationships) or the purpose of his or
her trip?
B3. Choice of Destination: analyse a range of factors Political, economic,
that influence tourists’ destination choices (FOCUS ON: cultural, and How might you go about
Spatial Significance; Geographic Perspective) environmental factors selecting a place or places
influence people’s to visit? What criteria
destination choices. would you use to help you
make your selection? How
might the criteria used
to select a destination
be different for another
member of your family
or for a classmate?

C. Sustainability, Stewardship, and Tourism

C1. Impacts of Travel and Tourism: assess impacts of Tourism can affect a How might tourism
tourism and different modes of travel from a geographic destination community endanger the environment?
perspective (FOCUS ON: Interrelationships; Geographic politically, economically,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Do the economic gains

Perspective) culturally, socially, and
from tourism outweigh the
environmentally.
environmental concerns?
C2. Sustainable Tourism and Stewardship: analyse It is important to protect
strategies for the protection of natural and cultural and act responsibly Why is it important to
resources that are essential to tourism, and assess their towards the world’s do some research about
effectiveness (FOCUS ON: Interrelationships; Geographic natural and cultural social and cultural norms
Perspective) resources. before visiting a foreign
destination?
C3. Stewardship and the Sustainability of Societies: Tourists have a
assess social and cultural impacts of tourism on tourist responsibility to support Which strategies and
destinations, and explain the role of good stewardship the social and cultural policies have been
practices in supporting the social and cultural sustainability of successful in protecting
sustainability of destination communities (FOCUS ON: destination communities. important natural and
Spatial Significance; Geographic Perspective) cultural sites around the
world? What responsibility
do tourists have for
maintaining the integrity
of these sites?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

162
 A Geographic Perspective
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*

Travel and Tourism:

Geographic Thinking

D. Interrelationships and Trends

D1. Local Tourism: analyse interrelationships between The unique characteristics How are the components
tourism and local human and natural systems (FOCUS of a place affect the type of the tourism industry in
ON: Spatial Significance; Interrelationships) of tourist activity that is a destination connected?
available.
What types of
D2. Tourism Patterns and Influencing Trends: assess The tourism industry is infrastructure are
the impacts of social, economic, and political trends and constantly adapting to needed for tourism?
events on travel and tourism (FOCUS ON: Patterns and new technology and to
Trends; Geographic Perspective) changing economic and How does political and
political realities. social unrest affect the
tourism industry?
D3. New Directions: identify evolving trends in travel The tourism industry
and tourism, and analyse their implications for future will need to continue What would you predict
tourism development (FOCUS ON: Patterns and Trends; to change and adapt. the next big challenge
Interrelationships) for the tourism industry
will be? What does the CGG3O
industry need to do to
be prepared for it?

E. Impacts of Change: Challenges for Travel and Tourism

E1. Environmental Challenges: analyse impacts of Natural processes and How might climate
environmental conditions and concerns on the tourism events have an impact change continue to
industry (FOCUS ON: Interrelationships; Geographic on the tourism industry. have an impact on the
Perspective) tourism industry?

E2. Impacts on Local Populations and Indigenous Tourism has economic, Should people
Peoples: assess impacts of the travel and tourism political, social, and continue to travel
industry on local populations and indigenous peoples cultural effects on local into environmentally
(FOCUS ON: Interrelationships; Geographic Perspective) populations. sensitive regions?

E3. Planning for Tourism: analyse the role of the tourism In order for tourism in an How do we protect
industry, governments, and international organizations area to work, all parties indigenous cultures
in planning, promoting, and supporting travel and involved need to work from commoditization?
tourism (FOCUS ON: Spatial Significance; Patterns and and plan together.
Trends) How do international
organizations work with
local government and
community members to
promote tourism?
OVERVIEW

163
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 11, Open

Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating geographic issues relating to travel and tourism;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to
author, the expertise of the author, the accuracy
guide investigations into geographic issues
of the text and supporting data, the intended
relating to travel and tourism (e.g., factual
audience, the purpose of the messaging, the
questions: Which three countries were the most
context in which the information was presented)
popular tourist destinations for Canadians last
year?; comparative questions: Which class of Sample questions: “Whose point of view does
tourist has the greatest economic impact on the this source represent? Is the source biased? Have
selected destination?; causal questions: Is it in you consulted other sources that represent other
a Caribbean island’s best interest to solicit cruise points of view? Which source is most credible
line business?) and why?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant data and infor- A1.4 interpret and analyse data and information
mation on geographic issues from a variety of relevant to their investigations, using various
primary and secondary sources (e.g., primary: tools, strategies, and approaches appropriate
raw data from fieldwork, both quantitative and for geographic inquiry (e.g., interpret diagrams
qualitative; statistics; photographs; satellite images; illustrating the flow of an economic system; analyse
secondary: newspapers, books, atlases, geographic graphs and charts of quality of life indicators for
magazines, websites, graphs, charts, digital and selected countries to determine trends and correla-
print maps), ensuring that their sources represent tions; use decision-making templates to analyse
a diverse range of perspectives points of view on an issue related to tourism; use
graphic organizers to outline various perspectives
Sample questions: “How might you use quality
on the development of tourist attractions)
of life indicators to analyse the impact of tourism
activities for a selected location? Where might Sample questions: “What data layers and type
you find this data and information?” “What of information might you include in a geographic
type of data and information do you need to information systems (GIS) query in order to
collect in order to assess the impacts of tourism analyse the impact of foreign ownership of
activities on a specific country or people?” Caribbean resorts?” “What type of graphic
“What types of maps and graphs will help organizer would you use to help analyse the
you analyse tourism patterns?” impact of a weakening economy on travel and
tourism industries?” “What categories would
you need to include in a budget template for
comparing and evaluating potential travel costs
for a family trip?”

164
A1.5 use the concepts of geographic thinking A1.8 use accepted forms of documentation (e.g.,
(i.e., spatial significance, patterns and trends, footnotes, author/date citations, reference lists,
interrelationships, geographic perspective) when bibliographies, annotated bibliographies, credits)
analysing and evaluating data and information to reference different types of sources (e.g.,
and formulating conclusions and/or judgements websites, blogs, books, articles, films, data)
about issues relating to travel and tourism (e.g.,

A Geographic Perspective
use the concept of spatial significance to analyse A1.9 use appropriate terminology when communi-
the distribution of tourist resorts within a region; cating the results of their investigations (e.g.,

Travel and Tourism:

use the concept of patterns and trends to analyse vocabulary specific to their inquiry; terminology
short- and long-term tourism trends and phenomena related to geography and to the concepts of geo-
such as the evolution of volunteer/work tourism; graphic thinking)
use the concept of interrelationships to analyse
the role of personal technology in personal travel
planning; use the concept of geographic perspective A2. Developing Transferable Skills
to analyse the social, political, economic, and Throughout this course, students will:
environmental impacts of a land-use dispute
related to tourism) A2.1 describe ways in which geographic investi-
Sample questions: “How might the concept of gation can help them develop skills, including
spatial significance help you evaluate the best spatial skills and the essential skills in the Ontario
location for a new hotel complex?” “How Skills Passport (e.g., reading graphic texts, writing,
might an understanding of patterns and trends graphing, computer use, use of spatial technologies,
help you analyse the impact of a common oral communication, numeracy, decision making,
currency on tourism in the European Union?” planning, management, finding information,
“How might an understanding of interrelation- problem solving), that can be transferred to
ships guide your personal travel decisions?” postsecondary opportunities, the world of
“How can geographic perspective help you work, and everyday life CGG3O
analyse the impacts of tourism activities in
environmentally sensitive areas?” A2.2 apply in everyday contexts skills and work
habits developed through geographic investi-
A1.6 evaluate and synthesize their findings to gation (e.g., ask questions to deepen their
formulate conclusions and/or make informed understanding of an issue; listen to and consider
judgements or predictions about the issues they multiple perspectives when discussing an issue;
are investigating use quantitative data to support an idea; use spatial
skills to plan a holiday with a low environmental
Sample questions: “What did you find out about impact; apply work habits such as collaboration
the relationship between tourism and economic when working with a team to make a decision)
conditions in this region? What conclusions
can you draw about the relationship between A2.3 apply the concepts of geographic thinking
tourism and economic conditions in other when analysing current events involving
regions? How might this relationship be geographic issues (e.g., use the concept of spatial
altered during an economic downturn?” significance to analyse possible reasons for limiting
access to a destination; use the concept of patterns
A1.7 communicate their ideas, arguments, and and trends to analyse the environmental impact of
conclusions using various formats and styles, business travel; use the concept of interrelationships
as appropriate for the audience and purpose to analyse social and economic changes in an
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
(e.g., a brochure for Canadian tourists who are indigenous community that has become a tourist
considering cultural tourism in China, a debate destination; use the concept of geographic perspective
with classmates on the most appropriate location to analyse the potential impact of building a tourist
for the next summer Olympics, an article for resort in a region that experiences frequent water
the school website that evaluates local activities shortages) in order to enhance their understanding
appropriate for a “staycation”, a presentation for of these issues and their role as informed citizens
the parent council recommending a destination
for the school’s next March break trip) A2.4 identify some careers in which a geography
Sample questions: “What kind of information background might be an asset (e.g., travel agent,
does your audience need? In how much detail? hospitality worker, travel writer, web designer for
What format and approach would be most a tourist destination, marketing analyst, tourist
effective in conveying your information to attraction worker, community museum interpreter,
this particular audience?” GIS technician)

165
 B. S
 PATIAL ORGANIZATION: WHY,
WHERE, AND HOW WE TRAVEL

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

B1. Spatial Interaction: analyse patterns of spatial interaction between tourist sources and destinations
(FOCUS ON: Spatial Significance; Patterns and Trends)
B2. Spatial Distribution: explain interrelationships between tourism and the spatial distribution of
services and attractions in tourist destinations (FOCUS ON: Patterns and Trends; Interrelationships)
B3. Choice of Destination: analyse a range of factors that influence tourists’ destination choices
(FOCUS ON: Spatial Significance; Geographic Perspective)

SPECIFIC EXPECTATIONS
B1. Spatial Interaction it more appealing to some and less appealing
to others?”
FOCUS ON: Spatial Significance; Patterns and Trends
Using spatial skills: Students can use maps
By the end of this course, students will: and graphs to analyse global tourism patterns
and trends. Students can also evaluate a variety
B1.1 explain why people travel (e.g., for leisure and of ways of visualising a tourist destination,
recreation, to visit family and friends, for religious such as interactive online maps, virtual tours,
or health reasons, for business), and analyse the public transit maps, and urban transects.
distribution of the major countries of origin of
international tourists B1.3 explain factors that influence people’s
Sample questions: “What are some of the things choices of different modes of travel
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

that people want to do when they travel for Sample questions: “What is the most popular
leisure and recreation?” “What countries account mode of transportation for international travel?
for the largest number of international tourists? Why?” “What factors would you consider when
Why? How has the list of source countries for deciding to travel by air, road, rail, or water?”
tourists changed in recent years?” “Are ocean cruises a way of getting to a destin-
ation or a destination in their own right?”
B1.2 identify the world’s major tourist destina-
tions, and analyse the cultural and natural
characteristics of successful tourist destinations B2. Spatial Distribution
Sample questions: “What are the world’s top ten FOCUS ON: Patterns and Trends; Interrelationships
tourist destinations? Why are these destinations
so popular? What features do they have in By the end of this course, students will:
common? Do some of them have unique
features that contribute to their popularity?” B2.1 explain how tourism influences the charac-
“What do successful tourist destinations do teristics and spatial distribution of services
to attract tourists and ensure that they have a in tourist destinations (e.g., the concentration
pleasant experience?” “Why are Canadians of hotels in a city core or near an airport, the
drawn to Florida, the Caribbean, or Mexico for replacement of street vendors by American restaurant
winter vacations? Why might people prefer one chains in Vietnam, the increasing presence of
of these destinations over another?” “Why do Western-style hotels in Asia)
people travel long distances to see a natural Sample questions: “Why might a traveller go to
feature such as a waterfall or glacier?” “How a foreign location but be pleased to see familiar
might the uniqueness of a destination make hotel, restaurant, and retail chains?” “Will the

166
 expansion of tourism encourage non-Westerners to be fully accessible?” “How does a tight budget
to abandon traditional cultural beliefs, values, influence a tourist’s choice of destinations,
and ways of life in favour of American or transportation, accommodation, activities, and
European lifestyles?” “Why do some tourists other aspects of trip planning?” “What criteria
choose to get away from the ‘tourist area’ in would the planners of an international conference
a foreign destination?” use to select a destination for their event?”

A Geographic Perspective
“What are the advantages and disadvantages
Using spatial skills: Students can construct
of taking a repositioning cruise?”
thematic maps and graphs showing the global

Travel and Tourism:

distribution of different North American fast-
B3.2 analyse the influence of political, economic,
food chains to help them analyse the impact of
cultural, and environmental motivators and
North American tourism on other countries.
barriers on tourists’ destination choices (e.g.,
sales promotions, visa requirements, currency
B2.2 compare the spatial organization of infra-
fluctuations, violent crimes and conflicts, risk
structure and attractions that serve the needs
of natural disasters)
of different types of travellers within a region
(e.g., student groups, seniors, families with young Sample questions: “Under what circumstances
children, groups on a religious pilgrimage) do you think a country would use a visa system
to restrict tourist access?” “Why would hotels
Sample questions: “What destinations would
have different room rates for different seasons?”
you include in an itinerary for a student group
“Why do airline seat sales act as a travel motiv-
travelling to Europe during March break?”
ator when accommodations are often the most
“What attractions do retired Canadians seek
expensive component of a holiday?” “How do
in Florida? Where do they tend to go? What
different destinations address language and
type of accommodation do they prefer? Why is
cultural barriers?”
Florida a popular destination for francophone
Quebeckers?”
CGG3O

B3. Choice of Destination

FOCUS ON: Spatial Significance; Geographic
Perspective

By the end of this course, students will:

B3.1 analyse factors that influence travellers’ des-

tination choices (e.g., attractions and amenities,
accessibility, cost, safety)
Sample questions: “How does the length of a
vacation affect a tourist’s choice of destination?”
“What responsibility do tourist attractions have

SPATIAL ORGANIZATION: WHY, WHERE, AND HOW WE TRAVEL

167
 C. SUSTAINABILITY, STEWARDSHIP,
AND TOURISM

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

C1. Impacts of Travel and Tourism: assess impacts of tourism and different modes of travel from a
geographic perspective (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Sustainable Tourism and Stewardship: analyse strategies for the protection of natural and cultural
resources that are essential to tourism, and assess their effectiveness (FOCUS ON: Interrelationships;
Geographic Perspective)
C3. Stewardship and the Sustainability of Societies: assess social and cultural impacts of tourism
on tourist destinations, and explain the role of good stewardship practices in supporting the social
and cultural sustainability of destination communities (FOCUS ON: Spatial Significance; Geographic
Perspective)

SPECIFIC EXPECTATIONS
C1. Impacts of Travel and Tourism that are threatened by tourism? How are ancient
structures like Angkor Wat or Machu Picchu
FOCUS ON: Interrelationships; Geographic Perspective threatened by the large number of tourists that
visit these places?”
By the end of this course, students will:

C1.1 assess the impacts of tourism, both positive C1.3 assess the impact of large-scale tourism
and negative, on the natural environment in development projects on selected destinations
selected tourist locations (e.g., Banff, the Galapagos from a geographic perspective
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Islands, Nepal, Antarctica) Sample questions: “How have recent Olympic

Sample questions: “Do the financial benefits of games affected poorer neighbourhoods in some
tourist activity outweigh the negative environ- host cities?” “What were the economic costs and
mental impacts?” “Can tourism facilitate the benefits of tourism development for this region?
protection of the natural environment?” “How What were the environmental and social impacts?
can a ‘Habitat for Humanity’ holiday help the What steps were taken to reduce or remediate
natural environment at a tourist destination? these impacts? What role did political power
Can this type of tourism have a negative have in making this development happen?
environmental impact?” Was there social or political opposition to
the development? Has tourism development
C1.2 assess the impacts of tourism, both positive benefited local workers?” “Why would poverty
and negative, on cultural resources at selected persist where vibrant tourism industries exist?”
tourist destinations (e.g., positive: strong incentive
to protect cultural resources, more money for the C1.4 analyse the relationship between tourism
restoration and maintenance of cultural resources; and the sustainability of the local economy (e.g.,
negative: vandalism, littering, pilfering and illegal employment, new customers for local businesses,
removal of artefacts, damage to monuments and multiplier effect of tourist spending, outflow of
heritage buildings as a result of erosion and increased profits to foreign owners of tourist facilities)
humidity caused by large numbers of tourists) Sample questions: “What are some examples of
Sample questions: “Can you identify some businesses that can benefit from tourism, even
examples in which tourism has contributed to if their main market is local residents?” “How
the protection of cultural resources? Can you does tourist spending help the local economy?
identify some examples of cultural resources How does this spending stimulate other eco-
nomic activity in the community?” “How do

168
 people who work in a seasonal tourist destina- C2.2 explain the responsibilities of tourists to
tion support themselves in the off-season?” respect the artistic and cultural heritage, social
“Could the community survive economically norms, and natural environment of the destina-
without tourism?” tions they are visiting (e.g., respecting local dress
codes and behavioural norms, abstaining from
Using spatial skills: Students can create a flow
pilfering cultural heritage items or buying them
diagram to show the movement of tourist

A Geographic Perspective
on the black market, avoiding littering, asking
spending through a local economy.
permission to take photos of local people or sacred

Travel and Tourism:

places, making an effort to learn about the societies
C1.5 assess impacts of tourist travel on the
they are visiting, accepting a fair price when
environment and on human health (e.g.,
bargaining for goods)
environmental impacts: effects of aircraft
emissions on climate change and the ozone layer, Sample questions: “If you were to write a code
aircraft noise, effects of discharges from cruise of conduct to advise tourists on good steward-
ships on marine ecosystems, effects of cruise ship ship practices, what would you include in it?
emissions on climate change and air quality in How does your code compare with various
ports, habitat disruption due to roads built to existing codes of conduct for specific countries
access tourist destinations, effects of RV and motor or for activities such as ecotourism?” “Why is it
home emissions; health impacts: transmission of important to be aware of local laws regarding
communicable diseases such as SARS or MERS, the protection of the environment or of cultural
hepatitis, and malaria; sun damage and increased monuments and artefacts?” “What responsibility
occurrence of skin cancer) do tourists have for knowing local cultural
norms?” “A Canadian student was briefly jailed
for taking a ‘small rock’ from the Acropolis
C2. Sustainable Tourism and in Athens. Was this appropriate behaviour on
Stewardship the part of the student? Was the reaction of the
FOCUS ON: Interrelationships; Geographic Perspective local authorities appropriate?” “If tourists do CGG3O
not follow good stewardship practices when
By the end of this course, students will: they travel, what will likely happen to tourism
resources such as places of natural beauty or
C2.1 analyse different approaches for protecting unique cultural significance?”
natural and cultural resources that are essential
to tourism (e.g., the creation of protected areas, C2.3 analyse factors used to select natural and
such as national and provincial parks; access culturally significant spaces for protection (e.g.,
limitations; laws and regulations; stewardship as UNESCO World Heritage Sites, national parks,
education; visitor guidelines; heritage designations designated historic buildings), and assess the
for places of natural or cultural significance; effectiveness of these designations in protecting
protective enclosures and barriers) such spaces
Sample questions: “Can a natural space be Sample questions: “What criteria have been
‘loved to death’?” “If a natural resource is very or should be used in the process of selecting
fragile, should it be kept from tourists? Why natural or cultural sites to be designated for
or why not?” “How do Canada’s national and protection?” “What role does cost play in
provincial parks balance the needs of tourists designation?” “Who should be financially
with those of the environment? Are some parks responsible for designated spaces?” “Should
in danger of being overused?” “Why should designated spaces be owned by private individ-
the tourism industry encourage both tourism uals or corporations, or should they be owned
SUSTAINABILITY, STEWARDSHIP, AND TOURISM
providers and tourists to follow good steward- by public institutions?” “A heritage house is
ship practices?” “How are petroglyphs protected offered to the community. What kinds of social,
in British Columbia’s Petroglyph Provincial economic, political, or environmental issues could
Park, Ontario’s Petroglyphs Provincial Park, affect the decision to accept the donation?”
and Kejimkujik National Park in Nova Scotia?” “What protection is offered by the Ontario
Using spatial skills: By mapping park distribu- Heritage Act?” “How effective has the World
tion and graphing usage data, students can Heritage Site designation been in protecting
explore a variety of issues relating to the role cultural and religious sites during times of
of national and provincial parks in promoting conflict?”
tourism and protecting resources important
to tourism.

169
 C3. Stewardship and the Sustainability the social structure and social roles in destina-
of Societies tion communities?” “How can tourism increase
the stability and sustainability of a society?
FOCUS ON: Spatial Significance; Geographic How can tourism help restore the stability and
Perspective sustainability of a society that has experienced
or is experiencing catastrophic impacts from
By the end of this course, students will: conflict or natural disasters?”
C3.1 explain how tourism can affect the social Using spatial skills: Students can create a photo
stability and cultural sustainability of tourist essay to illustrate the changes experienced by a
Grade 11, Open

destinations (e.g., erosion of cultural practices and specific tourist destination. When interpreting
values as traditional activities and objects become these visuals, students can propose strategies
commercialized; cultural change through exposure for addressing challenges created by these
to foreign norms and values; crime; exploitation of changes.
labour; child labour; prostitution; social tensions
related to uneven distribution of economic benefits C3.2 describe impacts of travel and tourism
of tourism or exclusion from them; repurposing of on the cultural sustainability of indigenous
land with social, cultural, or economic value for communities (e.g., Haida in the Queen Charlotte
the use of tourism development; changes in social Islands, Maya in southern Mexico, Maoris in
structure, roles, and status as new jobs replace New Zealand, Masai in Kenya)
traditional activities) Sample questions: “What are some of the
Sample questions: “How can tourism cause ways in which indigenous communities can
traditional ceremonies, customs, and skills to be negatively affected by tourism? Can tourism
lose their cultural and spiritual significance?” also be a useful force for sustaining indigenous
“Why might tourism lead to an increase in cultures and peoples?” “Cultures evolve naturally
crime?” “What are some ways in which the over time, but tourism can also play a large role
development of a tourist economy can affect in cultural evolution. How?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

170
D. INTERRELATIONSHIPS AND TRENDS

OVERALL EXPECTATIONS

A Geographic Perspective
By the end of this course, students will:

Travel and Tourism:

D1. Local Tourism: analyse interrelationships between tourism and local human and natural systems
(FOCUS ON: Spatial Significance; Interrelationships)
D2. Tourism Patterns and Influencing Trends: assess the impacts of social, economic, and political
trends and events on travel and tourism (FOCUS ON: Patterns and Trends; Geographic Perspective)
D3. New Directions: identify evolving trends in travel and tourism, and analyse their implications for
future tourism development (FOCUS ON: Patterns and Trends; Interrelationships)

SPECIFIC EXPECTATIONS
D1. Local Tourism tourism industry? How could the region’s
tourism infrastructure be improved? How would
FOCUS ON: Spatial Significance; Interrelationships it have to expand if more tourists came to the
region?” “What facilities would be necessary CGG3O
By the end of this course, students will:
for the development of a specific type of
D1.1 describe the major natural and cultural tourism?”
attractions in their region, and explain how Using spatial skills: Students can conduct
they influence the characteristics of tourist fieldwork to gather data about key tourism
activity in the region components in their region, such as accommo-
Sample questions: “Which of the following dation, transportation, attractions, and marketing.
types of tourism are most compatible with the Thematic maps, graphs, and photographs can be
local attractions in your region: ecotourism; used to present this information. These can be
family adventure park holidays; study tours; annotated to indicate interrelationships between
beach holidays; sports tourism; business travel; the various components.
hunting, fishing, and wilderness canoeing?”
“Where do tourists to the region come from, D1.3 develop a two-day itinerary for tourists that
and why do they pick this region as a destina- highlights local attractions and offers an optimal
tion?” “Is your region an established tourist tourist experience
destination? Why or why not?” “Are there Sample questions: “Is your itinerary designed
attractions in the region that could attract to appeal to general tourists or to tourists with
tourists but haven’t been developed? What special interests? How will the tourists get to
types of tourists would they attract?” the various attractions? Does your itinerary
allow for sufficient travel time between attrac-
D1.2 describe major components of the local tions? Where will the tourists eat? Does your
tourism industry, and explain how they are itinerary include both daytime and evening
interrelated activities? Does it offer choices? Are the attrac-
INTERRELATIONSHIPS AND TRENDS

Sample questions: “How do tourists get to tions fully accessible to the tourists who are
the region and travel within it? Where do they expected to visit them? Are there any safety
stay and eat? How do they find out about the concerns that might limit what people can do?
region’s tourist offerings, and who helps them Will local attitudes to tourism and tourists affect
book reservations? Which businesses in the your itinerary?” “How might your itinerary
region depend on tourism for some or all of have been different at some point in the past?
their revenue?” “How would weak links in How might it change in the future?”
the tourism infrastructure, such as poor trans- Using spatial skills: Students can support their
portation connections, a lack of affordable, proposed itineraries with an annotated map
good-quality accommodations, or insufficient showing the proposed route, timings, and
promotion, affect other components of the local locations of destinations to be visited.

171
 D2. Tourism Patterns and Influencing D3. New Directions
Trends FOCUS ON: Patterns and Trends; Interrelationships
FOCUS ON: Patterns and Trends; Geographic
Perspective By the end of this course, students will:

By the end of this course, students will: D3.1 identify trends in different types of inter-
national travel and tourism (e.g., business travel,
D2.1 explain how social and economic trends affect adventure tourism, ecotourism, voluntourism, sports
the development of tourism (e.g., expansion of tourism), and analyse their impacts on the tourism
Grade 11, Open

transportation networks, increasing or decreasing industry and tourist destinations

travel costs, recessions and unemployment, rising Sample questions: “At one time, hiking in a
levels of education, rising standards of living, national park was considered adventure tourism.
immigration) What are some popular forms of adventure
Sample questions: “How would the opening tourism now? How have the tourism industry
of new airline connections expand a country’s and governments responded to meet the needs
tourism potential? How would the development for new facilities and regulations?” “Are there
of an efficient urban transit system expand a organizations in your community that organize
city’s tourism potential?” “How has immigration opportunities for voluntourism abroad? Does
changed the patterns of international travel to voluntourism always provide benefits to the
and from Canada over the past few decades?” destination communities? What questions
should you ask to make sure that a project is
D2.2 explain how social, political, and other ethical and that your contribution will be useful?”
events contribute to the growth or decline of “In what ways have the patterns of international
tourism around the world (e.g., outbreaks of travel to Canadian destinations changed in
disease; protests; revolutions; special events such recent decades?”
as the Olympics, the World Cup, league playoffs) Using spatial skills: Students can use an
Sample questions: “Would you change your annotated map to explore voluntourism oppor-
vacation plans because of criminal activity tunities, plotting the location of projects and
or threats of terrorism?” “Should people be adding comments about details such as the cost
prevented from travelling to or from destinations of participation and the intended social and
affected by outbreaks of serious communicable economic benefits to the destination region.
diseases?” “How has tourism in Egypt been
affected by political unrest there?” “Can a D3.2 analyse possible future scenarios for the
major global event such as a World’s Fair or development of international travel and tourism
the Olympics give a permanent boost to a host in the next twenty years
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

city’s appeal as a tourist destination, or is the Sample questions: “How might the growth of a
promotional value of such events limited to middle class in India and China affect the tourism
the short term?” industry?” “What do you think the top ten tourist
destinations in the world will be in 2030? Why?
D2.3 describe how technology has changed the How will this list differ from your list of today’s
tourism industry top ten destinations?” “Is Canada likely to
Sample questions: “How has the role of the travel become more popular or less popular as a tourist
agent changed with smartphone technology?” destination? Should Canada be finding new
“Are free apps available that are useful for travel ways to attract foreign tourists?” “Will some
planning?” “How has the Internet changed the form of space travel, such as sub-orbital flights,
process of planning an international trip?” “Has be available for tourists in the near future?”
the Internet decreased the need for business “Should the next generation of passenger
travel?” “In what ways has technology made airplanes be bigger, faster, or have less impact
travel to distant locations more appealing?” on the environment? What are the arguments
for each alternative?” “Will changes in fuel
D2.4 explain how personal changes can affect costs or environmental concerns change how
travel and tourism patterns (e.g., changes in we travel or where we go?”
disposable income, amount of leisure time, family
structure, attitudes)
Sample questions: “When do most Canadian
families travel? Why?” “Why do many people
travel more after they have retired?”

172
E. IMPACTS OF CHANGE: CHALLENGES
FOR TRAVEL AND TOURISM

A Geographic Perspective
Travel and Tourism:
OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Environmental Challenges: analyse impacts of environmental conditions and concerns on the
tourism industry (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Impacts on Local Populations and Indigenous Peoples: assess impacts of the travel and tourism
industry on local populations and indigenous peoples (FOCUS ON: Interrelationships; Geographic
Perspective)
E3. Planning for Tourism: analyse the role of the tourism industry, governments, and international
organizations in planning, promoting, and supporting travel and tourism (FOCUS ON: Spatial
Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS CGG3O

E1. Environmental Challenges E1.3 analyse future prospects and challenges for
tourism in environmentally sensitive destina-
FOCUS ON: Interrelationships; Geographic Perspective tions (e.g., the Canadian Arctic, Antarctica), and
assess ways of managing tourism impacts in
By the end of this course, students will:
these areas from a geographic perspective
E1.1 analyse impacts of natural disasters (e.g., Sample questions: “What kinds of tourism
hurricanes, floods, earthquakes, tsunamis, droughts) activities take place in the Antarctic now, and
on tourism and tourist destinations what impacts do they have on the environment?
Sample questions: “How do hotels and resorts What types of activities might be possible in the
prepare for and protect tourists from natural future, and what impacts could they have? How
disasters?” “Does the occurrence of a natural could these impacts be controlled?” “What
disaster have a long-term effect on the popularity restrictions should be placed on tourist activities
of a tourist destination?” “Why do countries in environmentally sensitive areas? Under what
circumstances should there be a ban on tourist

IMPACTS OF CHANGE: CHALLENGES FOR TRAVEL AND TOURISM

rebuild tourism facilities after a natural disaster?”
“Is it reasonable to ask wealthy countries to activities in environmentally sensitive areas?”
help rebuild tourism facilities in developing
countries?”
E2. Impacts on Local Populations and
E1.2 analyse impacts of pollution, climate change,
Indigenous Peoples
and other environmental concerns on tourist FOCUS ON: Interrelationships; Geographic Perspective
destinations
By the end of this course, students will:
Sample questions: “Is the frequent occurrence of
heavy smog in Beijing a deterrent to tourism?” E2.1 assess social and economic impacts of tourism
“Why would a government make positive on local populations, and propose solutions for
environmental changes for a large international minimizing harmful impacts and ensuring that
event but not sustain these changes for local local populations receive a fair share of benefits
residents after the event is over?” “How should from tourism development
tourism industries located in low-lying coastal
areas prepare for higher sea levels that are Sample questions: “What are the potential
expected as a result of climate change?” “Should benefits of tourism development for the local
resorts limit their use of water if they are located population in a tourist destination?” “In what
in an area, such as Las Vegas, that experiences ways would a job in the tourism industry be
frequent water shortages?” preferable to traditional employment in the

173
 region? In what ways would it not?” “Resorts “How can discussion and partnerships between
employ many local workers, but not all of them indigenous groups, governments, and tourism
pay fair wages. What can be done to help workers organizations help solve the problem of cultural
receive fair pay for their work? How do we appropriation?”
determine what a fair wage is for a specific
job and place?” “Does foreign ownership of
a resort limit career opportunities for its local E3. Planning for Tourism
employees?” “In some countries women and FOCUS ON: Spatial Significance; Patterns and Trends
children have been trafficked for sex tourism.
Grade 11, Open

What can be done to stop this abuse of human By the end of this course, students will:
rights?” “Tourism may increase foreign
dependency. Is it worth it?” “Tourism employ- E3.1 assess potential impacts of tourism develop-
ment is often seasonal. How does that affect ment plans on communities (e.g., conflicts
workers at a tourist resort?” “Workers in tourism between visitors’ interests and those of community
jobs may enjoy higher incomes than other residents; impacts on the environment, historic
workers in the community. How might that sites, and community resources), and identify
affect prices for goods in the community? ways of minimizing these impacts
How might it affect economic and social
Sample questions: “When might the needs of
relationships in the community?”
local residents supersede the needs of tourists?
Why? When might the needs of tourists super-
E2.2 analyse the impacts of tourism on the lands,
sede the needs of residents? Why?” “Cities
cultures, and livelihoods of indigenous people
have been known to displace the poor to make
in tourist destinations
the city more attractive for an event like the
Sample questions: “Where have indigenous Olympics or to make way for tourist develop-
peoples lost lands or the right to use lands as a ments. Is this justified? How can this type of
result of tourism development? Have they been action be discouraged?” “An annual tourist
adequately compensated for the loss of these event means that local people cannot easily get
lands?” “Does ecotourism facilitate ‘biopiracy’?” access to street parking, local shops, and public
“What happened in Oka, Quebec, when spaces. Can you suggest some solutions to
developers wanted to replace a Mohawk these problems?”
burial ground with a golf course?” “What
Using spatial skills: Students can use a variety
are the advantages and disadvantages for
of statistical data relating to infrastructure costs,
indigenous communities of using casinos
operating costs, and tourism revenue to perform
as an engine of economic development?”
a cost-benefit analysis of a major international
Using spatial skills: Students can create an event, such as the World Cup or the Olympic
infographic that includes maps, charts, and Games. Annotated maps can be used to docu-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

photographs to summarize the conditions and ment costs and benefits that cannot be easily
concerns of indigenous people in a specific quantified.
tourist destination.
E3.2 analyse the role of governments and of
E2.3 analyse issues of cultural appropriation and various components of the tourism industry
commodification that may result due to tourism (e.g., marketers and advertisers, booking services,
Sample questions: “How are indigenous tour promoters, local support services) in promoting
communities affected when aspects of their and supporting tourism
culture, such as art, crafts, clothing, ceremonies, Sample questions: “How do travellers get
and everyday life, become commodities to information about different destinations?”
be sold to tourists? How can these cultures “What strategies do marketers use to attract
be protected? Who benefits from the sale of travellers?” “How useful are travellers’ feedback
mass-produced replicas of indigenous artefacts? and reviews on various websites and online
Should indigenous peoples have the right to social networks?” “Why do governments have
determine whether these artefacts are sold or a major responsibility for promoting and regu-
not? Can you provide an example of a tourist lating tourism? What are some of the ways
destination that sells mass-produced replicas in which they regulate and support the tourism
of indigenous artefacts, clothing, or regalia as industry?” “How does the tourism industry
tourist souvenirs?” “Do the advantages of benefit from the services of volunteers who
experiencing a tour of a ‘real’ indigenous home assist at tourist sites or work with organizations
outweigh the potential negative impacts?” for assisting travellers?”

174
E3.3 analyse the role of various international
organizations (e.g., World Tourism Organization,
International Olympic Committee, FIFA, UNESCO)
in encouraging tourism and interaction among
peoples of the world
Sample questions: “How does the common

A Geographic Perspective
currency in the European Union benefit tourists?”
“Is the World Tourism Organization providing

Travel and Tourism:

a necessary service?” “Do UNESCO heritage
designations increase your interest in seeing
specific places or things when you travel?”

CGG3O

IMPACTS OF CHANGE: CHALLENGES FOR TRAVEL AND TOURISM

175
Introduction to Spatial
Technologies, Grade 11
Open CGT3O

This course enables students to develop practical skills associated with spatial technologies
and to investigate related career opportunities. Students will develop their ability to use
geographic information systems (GIS), global positioning systems (GPS), and remote sensing
technologies. They will apply the concepts of geographic thinking and the geographic
inquiry process when conducting fieldwork, collecting and organizing data, and analysing
spatial images such as maps and aerial photographs. Throughout the course, students’
local context is emphasized.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when conducting investigations using spatial technologies

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

177
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking
Grade 11, Open

B. Spatial Geography: Concepts and Processes

B1. Applying Skills in a Local Context: use a variety of Spatial technologies are In what ways can spatial
spatial technologies to collect and analyse information essential tools for making technologies be used
and field data for the purpose of assessing local decisions or informed when investigating a local
geography and geographic issues (FOCUS ON: Spatial judgements on local development project?
Significance; Geographic Perspective) geographic issues.
Which spatial technologies
B2. Fundamentals of Field Data Collection: demonstrate Spatial technologies allow would help you conduct a
an understanding of the fundamental concepts and people to collect and local field study?
processes associated with the collection and analysis analyse large amounts
of field data using a variety of spatial technologies of various types of Is there a language of
(FOCUS ON: Spatial Significance; Patterns and Trends) geographical data. mapping? Why do some
maps not follow the
B3. Fundamentals of Cartography: describe and use Mapping conventions conventions?
basic mapping conventions, various types of maps, and allow people to decode
fundamental concepts of cartography, and apply that the information contained How can a map or graph
knowledge to analyse bias in the construction and use in maps. be biased (intentionally
of maps (FOCUS ON: Interrelationships; Geographic or unintentionally)?
Perspective)

C. Using Spatial Technologies to Support Sustainability and Stewardship

C1. Creating and Supporting Sustainable Spaces: use Spatial technologies are Why is it important for
a variety of spatial technologies to help them assess key tools in planning for local companies and
human activities and plan and promote the sustainable sustainability. governments to use
use of the natural environment, including natural spatial technologies when
resources, in their local community or area (FOCUS ON: making decisions about
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Interrelationships; Geographic Perspective) the development of the

community?
C2. Analysing Environmental Issues: use a variety of Spatial technologies are
spatial technologies to analyse the impact of human key tools in the analysis How can spatial
activity on the environment in their local community and resolution of local technologies be used
or area and beyond, and identify possible solutions environmental issues. to help promote
(FOCUS ON: Spatial Significance; Patterns and Trends) environmental
sustainability in a
community?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

178
 Introduction to Spatial Technologies
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Spatial Technologies, Society, and Interdependence

D1. Spatial Technologies and Society: describe and Different groups use Under what circumstances
assess the ways in which different groups in society use spatial technologies might the use of spatial
spatial technologies for planning and decision making for different reasons technologies be a source
(FOCUS ON: Interrelationships; Geographic Perspective) and under different of disagreements or
circumstances. conflict?

D2. Connecting Global and Local Issues: use a variety Spatial technologies allow How might spatial
of spatial technologies to analyse global issues related people to analyse global technologies be used
to geography and their impacts on the local community patterns and determine by different groups
or area (FOCUS ON: Patterns and Trends; Interrelationships) the connection to their to support their own
local area. arguments, plans, or goals
around the same issue?

How can spatial

technologies be used CGT3O
to help understand the
impact of global weather
systems on a local area?

E. Spatial Technologies and Change

E1. Monitoring Local Change: investigate the use of Spatial technologies allow What can you learn from
spatial technologies to monitor trends and predict people to study how and conducting a longitudinal
change at the local level (FOCUS ON: Patterns and why change occurs and to study of natural and
Trends; Geographic Perspective) use this understanding to human change in your
make predictions. area? Who might benefit
from this information?
E2. Development of Spatial Technologies: describe Spatial technology is
developments in spatial technologies over time, being used in almost How might spatial
including Canadian contributions to the field, and every type of workplace. technologies aid in
explain some of the effects of these developments on understanding the impact
job opportunities and on aspects of the broader society of the spread of a disease
(FOCUS ON: Patterns and Trends; Interrelationships) on a local area?

How have the purpose

and design of spatial
technologies changed
over time? Why have
these changes occurred?
OVERVIEW

179
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 11, Open

Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when conducting investigations using spatial technologies;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to
author, the expertise of the author, the accuracy
guide investigations using spatial technologies
of the text and supporting data, the intended
(e.g., factual questions: How is vegetation health
audience, the purpose of the messaging, the
identified on an infrared photograph?; comparative
context in which the information was presented)
questions: Which map scale is most effective
for identifying a transportation route?; causal Sample questions: “What is the source of this map
questions: What factors might cause the loss or or photographic image? What biases might this
degradation of a GPS signal?) source have and how might they affect the map
or image? Have you consulted other maps or
A1.2 select and organize relevant data and images of the same place from a different source
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

information on geographic issues from a or a slightly different time period? How do

variety of primary and secondary sources they compare?”
(e.g., primary: raw data from fieldwork, both
quantitative and qualitative; photographs; satellite A1.4 interpret and analyse data and information
images; secondary: published statistics, newspapers, relevant to their investigations, using various
books, atlases, geographic magazines, websites, tools, strategies, and approaches appropriate
graphs, charts, digital and print maps), ensuring for geographic inquiry (e.g., interpret diagrams
that their sources represent a diverse range of illustrating the flow of different products within an
perspectives economic system; analyse graphs and charts of
quality of life indicators for selected countries to
Sample questions: “How might you use statistics
determine trends and correlations; use decision-
on incidence of disease to analyse the pattern
making templates to analyse points of view on a
of spread of a chosen disease in different parts
local issue; use graphic organizers to outline various
of the world? Where might you find this data
perspectives on natural resource use in their region)
and information?” “What type of data and
information do you need to collect in order to Sample questions: “What type of graphic
assess the impact of a storm that caused flooding organizer would you use to help analyse the
in a city?” “What types of maps and graphs impact of offshore production on both the
will help you analyse immigration patterns?” manufacturing country and the consumer
country?” “What data layers and types of
information might you include when using
GIS to analyse global production of greenhouse
gases?”

180
A1.5 use the concepts of geographic thinking (i.e., Grade 9 class showing how data on a community
spatial significance, patterns and trends, inter- issue can be gathered and then presented in map
relationships, geographic perspective) when form; a webcast or podcast for the general public
analysing and evaluating data and information,

Introduction to Spatial Technologies

on how their local area connects to world systems
formulating conclusions, and making judgements on a daily basis; an annotated map for a local
about issues they are investigating through the community group to illustrate the diversity of
use of spatial technologies (e.g., use the concept of cultures within their community)
spatial significance to analyse a map layer showing Sample questions: “What kind of information
the distribution of desertification or poverty; use does your audience need?” “What geographic
the concept of patterns and trends to analyse tables scale should you use in order to show the level of
showing short- and long-term population trends detail that you need to support your argument?”
and phenomena such as urbanization; use the “What format and approach would be most
concept of interrelationships to explain how a effective in conveying your information to this
variety of natural and human factors depicted particular audience?”
in map layers combine to contribute to global
inequality; use the concept of geographic perspective A1.8 use accepted forms of documentation (e.g.,
to analyse the social, political, economic, and footnotes, author/date citations, reference lists,
environmental impacts of the use of GPS technology) bibliographies, annotated bibliographies, credits)
Sample questions: “How can an understanding to reference different types of sources (e.g.,
of spatial significance help you when determin- websites, blogs, books, articles, films, data)
ing the type of physical environment in which
you would find wetlands?” “How might an A1.9 use appropriate terminology when
understanding of patterns and trends help you communicating the results of their investiga-
analyse a satellite image to determine the impact tions (e.g., vocabulary specific to their inquiry;
of the melting of continental ice?” “How might terminology related to geography and to the
an understanding of interrelationships guide concepts of geographic thinking) CGT3O
your analysis of a story map showing the
connections among the following: a product
you buy, the company that sells it, the resources A2. Developing Transferable Skills
used to make and dispose of it, and labour Throughout this course, students will:
conditions in the factory that manufactures it?”
“How can geographic perspective help you A2.1 describe ways in which geographic investi-
analyse the impact of zoning on community gation can help them develop skills, including
safety by layering maps that depict types of spatial skills and the essential skills in the
criminal incidents with those that show various Ontario Skills Passport (e.g., reading graphic
types of land use, such as residential, commercial, texts, writing, graphing, computer use, use of spatial
and recreational uses?” technologies, oral communication, numeracy,
decision making, planning, management, finding
A1.6 evaluate and synthesize their findings to information, problem solving), that can be
formulate conclusions and/or make informed transferred to postsecondary opportunities,
judgements or predictions about the issues they the world of work, and everyday life
are investigating
A2.2 apply in everyday contexts skills and
Sample questions: “What did you find out work habits developed through geographic
about the relationship between trends in river investigation (e.g., ask questions to deepen their
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
flooding and the amount of damage done to understanding of an issue; use quantitative data
nearby buildings? What conclusions can you to support an idea; use spatial skills to aid their
draw about the impact of this relationship on understanding of world events; apply work habits
the area or region? How might this relationship such as collaboration, listening to and considering
affect city planning in the future, such as the multiple perspectives when discussing an issue as
location of new subdivisions in relation to part of a group)
existing or planned floodways or floodplains?”
A2.3 apply the concepts of geographic thinking
A1.7 communicate their ideas, arguments, and when analysing current events involving
conclusions using various formats and styles, as geographic issues (e.g., use the concept of spatial
appropriate for the audience and purpose (e.g., significance to analyse possible reasons for the
a debate for classmates on which map projection spread of a disease; use the concept of patterns
is best to use for a specific country; a video for a

181
 and trends to analyse potential impacts of El Niño
and La Niña on North and South America; use
the concept of interrelationships to analyse the
connection between high poverty levels and civil
unrest in a country; use the concept of geographic
perspective to analyse the potential consequences
of a change in political leadership in a country) in
order to enhance their understanding of these
issues and their role as informed citizens
Grade 11, Open

A2.4 identify some careers in which a geography

background might be an asset (e.g., civil engineer,
forestry analyst, oceanographer, transportation
planner, emergency planning specialist, military
personnel, border services officer, real estate agent,
land surveyor, marketing analyst, town planner,
GIS technician)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

182
B. SPATIAL GEOGRAPHY: CONCEPTS
AND PROCESSES

Introduction to Spatial Technologies

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Applying Skills in a Local Context: use a variety of spatial technologies to collect and analyse
information and field data for the purpose of assessing local geography and geographic issues
(FOCUS ON: Spatial Significance; Geographic Perspective)
B2. Fundamentals of Field Data Collection: demonstrate an understanding of the fundamental
concepts and processes associated with the collection and analysis of field data using a variety
of spatial technologies (FOCUS ON: Spatial Significance; Patterns and Trends)
B3. Fundamentals of Cartography: describe and use basic mapping conventions, various types of
maps, and fundamental concepts of cartography, and apply that knowledge to analyse bias in the
construction and use of maps (FOCUS ON: Interrelationships; Geographic Perspective)

CGT3O
SPECIFIC EXPECTATIONS
B1. Applying Skills in a Local Context Sample questions: “What is the best location in
our community for a specific business or service,
FOCUS ON: Spatial Significance; Geographic such as a coffee shop, a pizza delivery service, a
Perspective bank branch, or an ATM?” “Where might there
be a need for a sports and recreation facility
By the end of this course, students will: such as an arena, public beach, marina, baseball
diamond, miniature golf course, skateboard
B1.1 use various types of maps (e.g., topographic,
park, zip-line or high-ropes course, splash pad,
choropleth, thematic, relief) of different places
or paintball complex? Why?” “What is the best
with similar features to analyse the unique
location for a search-and-rescue or emergency-
characteristics of such features in their local
services headquarters in our community?” “If a
community or area
business starts a bike- or car-share program in
Using spatial skills: Students can explore online our community, where should the bike or car
GIS base maps illustrating various features of pickup locations be?”
their local community or area and describe
situations where one would use such a map. B1.3 use a variety of spatial technologies to
investigate the impact of a real or potential
SPATIAL GEOGRAPHY: CONCEPTS AND PROCESSES
B1.2 design and conduct a structured study, using local development project on the surrounding
the geographic inquiry process, to address physical geography (e.g., examine aerial photo-
a need in their local community or area (e.g., graphs to identify existing deforested areas; use
investigate possible locations for a new outdoor remote sensing to identify the glacial features of
sports complex geared towards young adults, a region that need protection; use GIS to study
investigate the impact of existing industrial river systems and run-off patterns near a proposed
development near a protected habitat and river industrial site or to identify hazard-prone areas
system), and use a variety of spatial technologies prior to construction)
to collect and analyse the data (e.g., use GIS to
Sample questions: “What geographic features
layer themes and data to analyse the locations of
might be considered for preservation from
chain restaurants in their community, use remote
development?” “What are the most hazard-prone
sensing data to identify possible locations of mineral
areas in the proposed subdivision?” “How might
sources or track the spread of an invasive insect)
the use of remote sensing help in assessing the

183
 proposed location of a new ski resort, including B3. Fundamentals of Cartography
possible environmental issues at the proposed
site?” FOCUS ON: Interrelationships; Geographic Perspective

Using spatial skills: Students can use the spatial By the end of this course, students will:
analysis tools in GIS to create a series of raster
datasets that illustrate the characteristics of a B3.1 identify common mapping conventions (e.g.,
specific physical site. title, legend, scale, projection and datum, orientation,
author, date) and use them appropriately when
analysing and constructing a variety of maps
Grade 11, Open

B2. Fundamentals of Field Data and charts

Collection
B3.2 differentiate between large scale and small
FOCUS ON: Spatial Significance; Patterns and Trends scale maps and their functions, and use scale
to calculate distance and area and to assess
By the end of this course, students will:
the degree of exaggeration and/or accuracy
B2.1 identify and describe various types of data of various maps
used to create images and construct maps with Sample questions: “Why is it important to
the aid of spatial technologies (e.g., primary versus understand the concept of scale when reading
secondary data; analog versus digital data; sets of two different maps of an area? Why is it
layers or themes; spatial versus non-spatial data; important to identify the purpose behind the
attribute data; raster versus vector data; lines and construction of each map?” “Why might two
polygons in GIS; qualitative versus quantitative different stakeholders choose to produce maps
data) of a proposed highway development project
using two different scales? Why might a
B2.2 use GPS to collect and analyse location and construction company or a developer want a
elevation data on selected geographic features in less detailed (smaller-scale) map of the area?
their local community or area Why might a wildlife protection group want
Sample question: “How can GPS be used a more detailed (larger-scale) map that shows
to determine: the route of a trail; property the specific habitats and natural features of
boundaries; the location of historical landmarks, the area?”
hydrological features, or a geocache?”
B3.3 explain the concept of direction (e.g., with
B2.3 use a variety of spatial technologies to gather reference to true north, magnetic north, bearings,
data through a local field study or survey, code grid directions, “look direction”, range, total field of
and tabulate the data (e.g., by performing tasks view, flight path) and various aspects of its use
such as buffering data, querying, geocoding, in cartography, GIS, remote sensing, and GPS
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

georeferencing, creating new spreadsheet fields, Sample questions: “Why is it important to

building attribute tables), and interpret the results understand the difference between true north
Sample questions: “What patterns do you see and magnetic north? How might mistaking
emerging from the data or survey results? What them for each other be a problem when using
new questions do you have based on these a topographic map?”
patterns?”
B3.4 identify and describe some common map
B2.4 use a database they have built (e.g., using projections (e.g., Mercator [cylindrical], Peters
qualitative and quantitative attribute data; com- [equal-area cylindrical], Lambert [conical], polar
bining their own data with existing data from [azimuthal]), and analyse the limitations and
other sources) to produce a variety of thematic biases of each
maps, charts, and graphs illustrating aspects Sample questions: “How are various continents
of local geography and countries presented in different map
Using spatial skills: Students can construct a projections?” “How does the choice of map
map layout using GIS. projections influence the message being
conveyed? How does this choice reveal
media bias?”

184
B3.5 explain the concept of location with the aid
of a variety of methods and tools (e.g., geographic
coordinates [latitude and longitude], grid coordinates

Introduction to Spatial Technologies

[the Universal Transverse Mercator (UTM) system,
geodetic datum], geocoding [using street address,
postal code], georeferencing, geo­caching, triangula-
tion, trilateration)
Sample question: “How might the way you
choose to determine or explain location depend
on the type of map or tool you are using?”

B3.6 explain the fundamental concepts and

processes of a geographic information system
(GIS), global positioning system (GPS), and
remote sensing, using appropriate terminology
(e.g., for GIS: attribute table, layering, querying,
buffering; for GPS: satellite and receiver, radio
waves, elevation, triangulation, trilateration; for
remote sensing: electromagnetic spectrum, targets,
active and passive sensors, satellites)

CGT3O

SPATIAL GEOGRAPHY: CONCEPTS AND PROCESSES

185
 C. USING SPATIAL TECHNOLOGIES
TO SUPPORT SUSTAINABILITY
AND STEWARDSHIP
Grade 11, Open

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Creating and Supporting Sustainable Spaces: use a variety of spatial technologies to help them
assess human activities and plan and promote the sustainable use of the natural environment,
including natural resources, in their local community or area (FOCUS ON: Interrelationships;
Geographic Perspective)
C2. Analysing Environmental Issues: use a variety of spatial technologies to analyse the impact
of human activity on the environment in their local community or area and beyond, and identify
possible solutions (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
C1. Creating and Supporting C1.2 describe the role of spatial technologies
Sustainable Spaces in assessing the sustainability of a variety of
outdoor recreational activities and venues (e.g.,
FOCUS ON: Interrelationships; Geographic Perspective activities such as hiking, fishing, snowmobiling,
canoeing, boating, or kayaking; venues such as
By the end of this course, students will: a ski resort, a cottage development, a golf course,
C1.1 plan a hypothetical local development, using or a provincial park)
spatial technologies as appropriate, in a way Sample questions: “How might the use of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

that minimizes impact on the environment remote sensing and GIS help assess whether
Sample questions: “What characteristics of the the route of an existing snowmobile trail should
local environment are important to consider be changed? How might the use of remote
when analysing the potential impacts of a cameras help you determine whether the trail
development such as a recreational facility, a is used by wildlife?”
commercial outlet, an institutional facility, or an
C1.3 use spatial technologies to construct a map to
industrial complex?” “Why is an understanding
support the sustainable use of a natural feature
of physical geography an important basis for
in their local community or area (e.g., a map that
assessing the impacts of a local development?”
shows the least damaging route for a suggested
“How might the use of remote sensing help
nature trail; a map that illustrates a river course
assess the possible location for a new fishing
and the proposed location for a housing development;
lodge? How could remote sensing help identify
a story map showing a shoreline and identifying
possible environmental issues at the proposed
the possible locations for public access that will not
site?”
damage or further erode the shoreline; an annotated
Using spatial skills: Students can use GIS to map that explains the environmental necessity of
create a hypothetical development in a given a moraine and some possible sustainable uses for
area. They can add shaded polygons to symbolize the moraine)
various types of land use. Imagery can be added
Sample questions: “What characteristics of the
to illustrate specific features of the local physical
place you have chosen will you include on your
environment or of the potential development.
map? Why?”
Buffers can be added, using the measuring tool,
to help determine the area of the impact that Using spatial skills: Students can construct a
the development will have on the physical “story map” to promote the sustainable use of
environment.
186
 a natural feature or area to a general audience. C2.2 analyse remotely sensed images to obtain a
When different types of media, such as photos synoptic view of selected human activities (e.g.,
and videos, are linked with locations, people agricultural land use, urbanization, deforestation)
viewing the story map can get a more vivid that affect the natural environment (e.g., through

Introduction to Spatial Technologies

impression of those locations. species extinction, insect infestation)
Sample question: “What techniques can you
C1.4 describe the role of spatial technologies
use to interpret remote sensing images to
in facilitating the sustainable use of natural
analyse levels of deforestation?”
resources (e.g., natural resource extraction; use
of renewable and non-renewable energy sources; C2.3 use GPS or GIS to analyse the impacts of
business and industrial practices involving forests, development on selected local water resources
minerals, fisheries, wetlands, and/or lakes), with (e.g., erosion, water withdrawal, changes in water
a focus on their local community or area quality; effects of sewage treatment, beach main-
Sample questions: “How can spatial technologies tenance), and propose solutions based on their
be used to determine the best location for a analysis
furniture manufacturer that wants to reduce its Sample question: “In what ways can a develop-
energy consumption related to transportation?” ment or water diversion affect water systems
“How might spatial technologies help us choose beyond the original site?”
the best location in our community for homes
that will use geothermal heating and cooling?” Using spatial skills: Students can use GIS to
create a display of their local area and identify
water resources. Using the measuring tool,
C2. Analysing Environmental Issues students can add buffers to determine areas
where development may be affecting the water
FOCUS ON: Spatial Significance; Patterns and Trends
resources they have identified.
By the end of this course, students will: CGT3O

C2.1 analyse issues related to human use of the

local environment, using a variety of spatial
technologies (e.g., by gathering data through
fieldwork or surveys, analysing the data to assess
the impact of human activities, and drawing
conclusions or making recommendations based
on the analysis)
Sample question: “How would you gather and

USING SPATIAL TECHNOLOGIES TO SUPPORT SUSTAINABILITY AND STEWARDSHIP

analyse data to assess the impact on the local
environment of activities such as tree planting,
landscaping an outdoor classroom, the creation
and use of walking trails, garbage disposal
practices, or the creation of a skate park?”
Using spatial skills: Students can collect field
data using a device such as a GPS unit, a
smartphone, or a tablet and construct a map
to illustrate the local area and determine areas
for improvement. Field data may include
photographs, videos, locational information
(e.g., latitude and longitude, addresses),
measurements, and/or text.

187
 D. S
 PATIAL TECHNOLOGIES, SOCIETY,
AND INTERDEPENDENCE

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

D1. Spatial Technologies and Society: describe and assess the ways in which different groups in
society use spatial technologies for planning and decision making (FOCUS ON: Interrelationships;
Geographic Perspective)
D2. Connecting Global and Local Issues: use a variety of spatial technologies to analyse global issues
related to geography and their impacts on the local community or area (FOCUS ON: Patterns and
Trends; Interrelationships)

SPECIFIC EXPECTATIONS
D1. Spatial Technologies and Society help people understand and assess the risks
of a tsunami in a given region?” “How might
FOCUS ON: Interrelationships; Geographic Perspective spatial technologies help governments assess
the economic, environmental, infrastructural,
By the end of this course, students will:
and social risks of a potential disaster? Why is
D1.1 describe and assess some of the ways in it important for governments to know and
which spatial technologies are used to support understand these risks?”
community affairs and public services (e.g., GPS
is used to monitor criminal activity; satellites are D1.3 describe and assess the role of spatial
used to gather data for monitoring of common technologies in informing human responses to
urban issues), and identify potential issues related natural and human-made disasters (e.g., natural
to these uses disasters: floods, tornadoes, earthquakes, snow and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

ice storms, heat waves; human-made disasters:

Sample questions: “How can GIS help with chemical spills, transport accidents)
mapping criminal activity in a community?
What are the implications of GPS and GIS Sample questions: “How can spatial technologies
use by police?” “Why is it important for fire be used effectively in disaster response and
departments and paramedics to use some spatial evacuations? What are the limitations of spatial
technologies? Which ones would be most helpful technologies in relation to disaster relief, recovery,
for emergency services, and why?” “What are and relocation of affected populations?” “How
some of the negative aspects of the use of spatial can the use of GIS and GPS help improve
technologies in a community context?” “Do all emergency response times?”
communities have access to these technologies?
D1.4 describe and assess some of the ways in
Why or why not? How does inequality of access
which various levels and areas of government
affect the communities that do and do not have
use spatial technologies in public-sector decision-
access?”
making processes (e.g., land-use surveys and
D1.2 describe and assess the role of spatial assessments are used in planning for new develop-
technologies in risk assessment and disaster ments or responding to a request for a change in
planning land-use designation; remote sensing and GIS are
used to decide on a route for new water and sewer
Sample questions: “How can spatial technologies pipes)
be used effectively by local, regional, and national
governments when planning for disaster ‘what-if’ Sample questions: “Why is it important for school
scenarios or performing risk identification and boards to use GPS when planning routes for
assessment?” “How do spatial technologies school buses?” “How might spatial technologies

188
 help a municipal government identify environ- D2. Connecting Global and Local Issues
mental or social concerns that could affect the
decision to allow a new large-scale industrial FOCUS ON: Patterns and Trends; Interrelationships
complex within the city boundaries?” “How

Introduction to Spatial Technologies

By the end of this course, students will:
can GIS and GPS help with controlling traffic
patterns and relieving traffic congestion?” D2.1 interpret global maps, remote sensing data
(e.g., from the NASA Earth Observatory website),
D1.5 describe and assess some of the ways in and satellite images to analyse relationships
which businesses use spatial technologies in between some major physical features of the
private-sector decision-making processes (e.g., world, areas of human settlement and activity,
to determine flight paths and flight times, to choose and variations in selected climatic variables
locations for new retail complexes or manufacturing (e.g., relationships between mountains and rainfall;
centres, to reduce transportation costs) human settlement and activity and aerosol size;
Sample questions: “How might an insurance forest fires, crop burning, and carbon monoxide
company use spatial technologies when con- concentrations; net radiation and net primary
ducting insurance assessments?” “How might production; precipitation and snow cover; water
a real-estate development company use spatial vapour and vegetation; sea surface temperature
technologies when planning a new mixed-use anomalies and land surface temperature anomalies),
development?” and describe how these relationships affect their
local community or area
D1.6 describe and assess some of the ways in
Sample questions: “What do these satellite
which various First Nations, Métis, and Inuit
images reveal about our local ecoregion in
communities use spatial technologies to inform
relation to the global ecosystem?” “How do
decisions around land use and make plans for
satellite images help you to determine how
future development (e.g., to investigate land
weather systems influence local weather
claims, to conduct resource inventories, to choose CGT3O
patterns?”
the routes of ice roads or snowmobile trails, to
conduct independent reviews of proposals for Using spatial skills: Students can use GIS to
resource extraction) create points, lines, and polygons to illustrate
the locations of major physical features around
Sample questions: “How might the use of spatial
the world.
technologies help First Nations communities in
research and planning concerning the proposed D2.2 apply a variety of spatial technologies to
location of a new mine? What types of data and identify patterns and trends related to selected
information would they need to collect? Which global issues, and explain how these trends
spatial technology or technologies would help might affect their local community or area
them collect the data and information they
need?” Sample question: “How might climate change
affect our local weather, local smog levels, or
the spread of non-indigenous species or disease
into our local area?”

SPATIAL TECHNOLOGIES, SOCIETY, AND INTERDEPENDENCE

189
 E. SPATIAL TECHNOLOGIES AND
CHANGE

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

E1. Monitoring Local Change: investigate the use of spatial technologies to monitor trends and predict
change at the local level (FOCUS ON: Patterns and Trends; Geographic Perspective)
E2. Development of Spatial Technologies: describe developments in spatial technologies over time,
including Canadian contributions to the field, and explain some of the effects of these developments
on job opportunities and on aspects of the broader society (FOCUS ON: Patterns and Trends;
Interrelationships)

SPECIFIC EXPECTATIONS
E1. Monitoring Local Change E1.2 assess the role of spatial technologies in
monitoring changing features or phenomena
FOCUS ON: Patterns and Trends; Geographic and predicting future processes or events at the
Perspective local level (e.g., bedbug or termite infestations,
amount of street racing, incidence of theft)
By the end of this course, students will:
Sample questions: “How might spatial technol-
E1.1 identify physical or cultural changes in ogies be used in marketing analysis and to
their local area and/or community over time predict future needs in our community?” “How
by analysing a temporal sequence of maps, might spatial technologies help in monitoring
aerial photographs, or satellite imagery the spread of disease over time and informing
disease control in our community?” “How
Sample questions: “What differences do you
might spatial technologies help to assess and
observe in the shape of the local shoreline? How
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

predict recreational needs in a new development

have water levels changed over time?” “What
in our community?”
is the impact of urban sprawl on productive soil
and agricultural land in our local area?” “How
have new transportation corridors changed E2. Development of Spatial
the patterns of urban land use?” “How have Technologies
incidents of crime or criminal activities changed
in our community over time?” “How has the FOCUS ON: Patterns and Trends; Interrelationships
ethnic make-up of specific neighbourhoods
changed over time?” “What is the impact on By the end of this course, students will:
our community of noise pollution after the
E2.1 describe the development of satellite
construction of an airport or major highway?”
technology, and explain some of the ways
“What would be the long-term effects of building
it has changed daily life and how business
an industrial plant in our community? How do
is conducted in various economic sectors (e.g.,
you know?”
effects on business communications, community
Using spatial skills: Students can construct an disaster planning)
animated online map that includes one or more
Sample questions: “In what ways have the
temporal layers, and “play” the map to see how
purpose and design of satellites changed over
the information changes over time. Students
time?” “What are the limitations and advantages
can also use GIS to construct maps comparing
of various types of navigational satellites that
two layers by using the swipe or spyglass tool.

190
 have been used over time?” “How have improve-
ments in the collection of weather data and
satellite images helped communities better
prepare for large storms?”

Introduction to Spatial Technologies

E2.2 describe recent advances in the field of spatial
technology (e.g., the development of Web GIS,
which enables more people to use, share, and access
information) and identify some careers that may
be created as a result, both globally and locally
(e.g., careers in health care and emergency relief)

E2.3 identify key Canadian contributions to the

development of spatial technologies over time
(e.g., RADARSAT 1 and 2, Canadian Space Agency
[CSA] contributions, Canadian satellites, Canadian
contributions to international collaborations,
the development of the Prince Albert Satellite
Station, Canadian astronauts, the Brewer Ozone
Spectrophotometer, various contributions by
Natural Resources Canada [NRCan] and Land
Information Ontario [LIO])

CGT3O

SPATIAL TECHNOLOGIES AND CHANGE

191
World Issues: A Geographic
Analysis, Grade 12
University Preparation CGW4U

In this course, students will address the challenge of creating a more sustainable and
equitable world. They will explore issues involving a wide range of topics, including
economic disparities, threats to the environment, globalization, human rights, and quality
of life, and will analyse government policies, international agreements, and individual
responsibilities relating to them. Students will apply the concepts of geographic thinking
and the geographic inquiry process, including the use of spatial technologies, to investigate
these complex issues and their impacts on natural and human communities around the
world.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating world issues

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify careers in which a background in
geography might be an asset
(continued)

193
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization: Relationships and Disparities

B1. Natural Resource Disparities: analyse relationships The distribution and What are some possible
between quality of life and access to natural resources availability of natural consequences of an
for various countries and regions (FOCUS ON: Spatial resources can affect a inequitable distribution
Significance; Interrelationships) country’s prosperity and of resources?
quality of life.
In what ways might a
B2. Population Disparities: analyse relationships Quality of life around the government’s past
between demographic and political factors and quality world is influenced by a political and economic
of life for various countries and regions (FOCUS ON: wide range of economic, policies have an impact
Interrelationships; Geographic Perspective) social, political, on quality of life in the
environmental, and present?
historical factors.
What are some of the
B3. Classifying Regions of the World: explain how Statistical indicators are a ways that we measure the
various characteristics are used to classify the world useful tool for comparing development of a region
into regions or other groupings (FOCUS ON: Spatial countries and analysing or a community? What
Significance; Patterns and Trends) global issues. do various measures
emphasize? What do
they overlook?

Why might some people

believe that there is an
ethical imperative to share
the world’s resources
equitably?
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. Sustainability and Stewardship

C1. Strategies and Initiatives: analyse strategies and Government policies and Why do individuals,
initiatives that support environmental stewardship at a company practices that companies, and
national and global level, and assess their effectiveness protect the environment governments continue
in promoting the sustainability of the natural environment play an important role in to make unsustainable
(FOCUS ON: Interrelationships; Geographic Perspective) promoting sustainability. choices?

C2. Population Growth: assess the impact of population Population growth is How might the
growth on the sustainability of natural systems (FOCUS increasing the human environmental choices
ON: Spatial Significance; Patterns and Trends) impact on the environment. we make today have an
impact on the world
C3. Caring for the Commons: analyse issues relating to Resources that are
tomorrow?
the use and management of common-pool resources essential for life are
(FOCUS ON: Interrelationships; Geographic Perspective) key components of the What is the global
global commons. commons? What can
we do to protect the
global commons?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

194
 World Issues: A Geographic Analysis
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Interaction and Interdependence: Globalization

D1. Trade and Immigration: analyse the influence of Trade and immigration Who benefits from
trade agreements and immigration policies on global have impacts on globalization? Who loses?
interdependence and the well-being of countries (FOCUS relationships within
How is globalization
ON: Interrelationships; Geographic Perspective) nations and between
affecting your life, your
nations.
community, your country?
D2. Impacts and Management: analyse issues relating Globalization has major
to national and global impacts of globalization from a economic, environmental, How do our choices and
geographic perspective, and assess responsibilities and social, and political beliefs affect our responses
approaches for managing these issues (FOCUS ON: impacts on countries and to globalization?
Spatial Significance; Geographic Perspective) people around the world. How did we get to this
D3. Characteristics and Driving Forces: describe the Globalization has resulted level of globalization?
major characteristics of globalization, and analyse in a high level of economic
factors that are driving the globalizing process (FOCUS integration among
CGW4U
ON: Patterns and Trends; Interrelationships) countries and increasing
cultural integration.

E. Social Change and Quality of Life

E1. Leadership and Policy: analyse the influence of Social change can be Are human rights issues
governments, groups, and individuals on the promotion promoted by individuals, more important than
and management of social change (FOCUS ON: Patterns groups, or governments. other global issues?
and Trends; Geographic Perspective) Should we give higher
priority to addressing
E2. Agents of Change: analyse impacts of selected Powerful agents of
them?
agents of change on society and quality of life (FOCUS change are having both
ON: Interrelationships; Geographic Perspective) positive and negative What role do ideologies
impacts on the quality of and beliefs play in
life of people around the motivating social change
world. and in inhibiting it?
E3. Continuing Challenges: analyse issues relating to Many obstacles stand in Is technology the key to
human rights, food security, health care, and other the way of improving the improving the quality of
challenges to the quality of life of the world’s population quality of life of people in life of disadvantaged
(FOCUS ON: Spatial Significance; Patterns and Trends) all parts of the world. peoples, or is it a barrier?

What criteria would

you use to judge the
effectiveness of programs
for improving the quality
of life of children around
the world?
OVERVIEW

195
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating world issues;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify careers in which a background in geography might
be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to
author, the expertise of the author, the accuracy
guide investigations into world geographic
of the text and supporting data, the intended
issues (e.g., factual questions: What is the role of
audience, the purpose of the messaging, the
UNESCO in preserving the world’s cultural heritage
context in which the information was presented)
and protecting the environment?; comparative
questions: How does Canada’s immigration policy Sample questions: “What are the author’s
compare to those of other countries in the G8?; credentials and affiliations?” “What are the
causal questions: How does global travel contribute author’s sources, and are they trustworthy?”
to the spread of disease?) “Have you consulted other sources that present
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

other points of view?” “Can the data and infor-

A1.2 select and organize relevant data and infor- mation be interpreted in ways that do not
mation on geographic issues from a variety of support the author’s point of view? Has the
primary and secondary sources (e.g., primary: author used only data that support his or her
raw data from fieldwork, both quantitative argument and ignored data that don’t?” “Are
and qualitative; photographs; satellite images; the author’s conclusions supported by other,
secondary: published statistics, newspapers, independent sources?” “If your information
books, atlases, geographic magazines, websites, comes from an advocacy group, do you know
graphs, charts, digital and print maps), ensuring what that organization’s goals are? Do its name
that their sources represent a diverse range of and mission statement accurately reflect the
perspectives viewpoint it presents?”
Sample questions: “What are some statistical
A1.4 interpret and analyse data and information
indicators that you could use to analyse patterns
relevant to their investigations, using various
and trends in global inequality? Where might
tools, strategies, and approaches appropriate
you find this data and information?” “What
for geographic inquiry (e.g., apply geographic
kinds of data and information would you
models; analyse graphs and charts of various
need to collect in order to assess the impact
statistical indicators for selected countries; use a
of globalization on the peoples and economies
geographic information system (GIS) to analyse
of various countries?” “What types of maps
geographic problems or make geographic decisions;
and graphs will help you analyse connections
use decision-making templates to determine the
between government structures and human
importance of factors or criteria relating to an
rights violations?”

196
 issue; use graphic organizers to outline various of various population and immigration policies?
perspectives on the impact of colonialism on Are some more effective than others? What kinds
economically poor countries) of events and issues might affect the implemen-
tation and impact of these policies?”

World Issues: A Geographic Analysis

Sample questions: “How might Rostow’s theory
of economic development help you interpret A1.7 communicate their ideas, arguments, and
patterns and trends in global disparity and conclusions using various formats and styles,
evaluate the potential effectiveness of policies as appropriate for the audience and purpose
for change?” “Is there a correlation between (e.g., a debate for classmates on the merits of an
infant mortality and access to improved international trade accord; a map for a Grade 9
sanitation? Are there other factors that might class showing countries that a specific multinational
be relevant to high infant mortality rates?” corporation operates in or is connected to in
other ways; an annotated map to accompany a
A1.5 use the concepts of geographic thinking
presentation to a local community group about the
(i.e., spatial significance, patterns and trends,
outsourcing of labour; a webcast or podcast for the
interrelationships, geographic perspective) when
general public on threats to the global commons;
analysing and evaluating data and information
an essay for a newspaper opinion page on why
about and formulating conclusions and/or
Canada should or should not forgive the debts it
judgements regarding world issues (e.g., use the
is owed by a specific country)
concept of spatial significance to evaluate ways of
classifying countries and reasons for doing so; use Sample questions: “How much does your
the concept of patterns and trends to analyse the audience know about your topic? Do they need
evolution of sustainable practices among a variety information summarized in a way that is easy
of groups, individuals, or nations; use the concept to understand? Do they need more detailed
of interrelationships to assess how technology information and arguments or just an overview?”
works as an agent of change; use the concept of “What format presents the results of your inves-
geographic perspective to analyse the impact of tigation most effectively?” “What type of graph CGW4U
globalization on various indigenous communities) or map projection conveys the information and
your intended message most accurately and
Sample questions: “How might the concept
clearly?”
of spatial significance help one understand a
country’s reasons for a military action?” “How A1.8 use accepted forms of documentation (e.g.,
might the concept of patterns and trends footnotes, author/date citations, reference lists,
be useful for assessing human population bibliographies, annotated bibliographies, credits)
movements due to natural phenomena or to reference different types of sources (e.g.,
for determining areas of potential population websites, blogs, books, articles, films, data)
growth?” “How might the concept of interrela-
tionships be relevant to determining the impact A1.9 use appropriate terminology when
of an oil spill or pipeline break?” “How might communicating the results of their investiga-
the concept of geographic perspective help in tions (e.g., vocabulary specific to their inquiry;
analysing the impact of a political leader’s terminology related to geography and to the
policies?” concepts of geographic thinking)
A1.6 evaluate and synthesize their findings to
formulate conclusions and/or make informed A2. Developing Transferable Skills
judgements or predictions about the issues they
Throughout this course, students will:
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
are investigating
Sample questions: “What did you find out about A2.1 describe several ways in which geographic
the impact of the construction of this mega-dam?” investigation can help them develop skills,
“What did you find out about the interrelation- including spatial skills and the essential skills
ship between globalism and human rights in the Ontario Skills Passport (e.g., reading
violations? Why might this pattern continue to graphic texts, writing, graphing, computer use,
be an issue?” “Which theory provides a more use of spatial technologies, oral communication,
useful explanation of population change in numeracy, decision making, planning, management,
Japan: Malthus’s theory of population growth finding information, problem solving), that can be
or the demographic transition model?” “What transferred to postsecondary opportunities, the
conclusions can you make about the effectiveness world of work, and everyday life

197
 A2.2 apply in everyday contexts skills and frequent severe weather conditions; use the concept
work habits developed through geographic of interrelationships when analysing the connections
investigation (e.g., ask questions to deepen their between consumer choice and labour conditions;
understanding of a complex global issue; listen to use the concept of geographic perspective when
Grade 12, University Preparation

and consider multiple perspectives when discussing analysing a country’s position on a new trade
an issue; collaborate with a team to determine the agreement) in order to enhance their under-
criteria that need to be considered when making a standing of these issues and their role as
decision; use quantitative data to support an idea; informed citizens
use spatial skills to identify relationships between
regions of the world) A2.4 identify some careers in which a geography
background might be an asset (e.g., international
A2.3 apply the concepts of geographic thinking development aid worker, policy analyst, environ-
when analysing current events involving mental assessment officer, entrepreneur, GIS
geographic issues (e.g., use the concept of spatial specialist, lobbyist, politician, news reporter)
significance when analysing the reasons for a
military alliance with another country; use the
concept of patterns and trends when analysing
a region’s or country’s vulnerabilities to more
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B. SPATIAL ORGANIZATION:
RELATIONSHIPS AND DISPARITIES

World Issues: A Geographic Analysis

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Natural Resource Disparities: analyse relationships between quality of life and access to natural
resources in various countries and regions (FOCUS ON: Spatial Significance; Interrelationships)
B2. Population Disparities: analyse relationships between demographic and political factors and
quality of life in various countries and regions (FOCUS ON: Interrelationships; Geographic Perspective)
B3. Classifying Regions of the World: explain how various characteristics are used to classify the
world into regions or other groupings (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
B1. Natural Resource Disparities or political conflicts (e.g., conflicts between
pastoralists and farmers over land rights and CGW4U
FOCUS ON: Spatial Significance; Interrelationships usage, conflicts between or within countries over
water rights, food shortages caused by civil wars
By the end of this course, students will:
and insurgencies)
B1.1 analyse relationships between the distribution Sample questions: “How has the scarcity of a
and availability of natural resources in a country natural resource contributed to conflicts?” “Why
or region and its quality of life, as reflected by are some people predicting that there will be
various indicators (e.g., life expectancy, infant an increase in international conflict over water
mortality, per capita income, average years of supplies? Where would such conflicts be most
schooling) likely to occur?”
Sample questions: “Are some natural resources
more valuable than others? Can you identify B1.3 analyse ethical issues relating to the control
some high-value resources and explain why and development of natural resources and the
they are valuable, and to whom? In what ways distribution of economic benefits from resource
can their availability affect national economies, exploitation
personal incomes, and quality of life?” “How Sample questions: “What kinds of obligations

SPATIAL ORGANIZATION: RELATIONSHIPS AND DISPARITIES

does access to a clean source of fresh water do governments usually impose on companies
correlate with the rate of infant mortality?” in return for the right to develop a body of
“Do the indicators show a substantial difference resources? Who benefits from such relationships?
in quality of life between countries that simply Should those obligations be stricter?” “Should
export their natural resources and countries restrictions be placed on the privatization of
that process those resources?” water?” “What is a cartel? How does it control
Using spatial skills: To identify relationships the price of a resource? What is the World Trade
between a specific resource and an indicator, Organization doing to limit the power of cartels?”
students can plot the two variables on a scatter- Using spatial skills: Students can investigate
graph and then determine whether there is relationships between resource wealth and
a line of best fit that indicates a correlation economic power by constructing an annotated
between them. map that shows the countries with the ten
highest GDPs in the world and the countries
B1.2 assess relationships between disparities in with the ten lowest. They can then identify
the distribution or quality of resources (e.g., which countries have significant resource
availability of land or water, soil quality, energy wealth and which are deficient in key resources
availability, diversity of resource base) and social

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 related to human needs. Students can also B3. Classifying Regions of the World
identify programs that are addressing these
deficiencies or that are improving the economic FOCUS ON: Spatial Significance; Patterns and Trends
capacity of these countries in other ways.
By the end of this course, students will:
Grade 12, University Preparation

B3.1 use statistical indicators and other criteria

B2. Population Disparities to classify countries into a variety of groupings
FOCUS ON: Interrelationships; Geographic Perspective on the basis of common characteristics (e.g., type
of government, cultural and linguistic similarities,
By the end of this course, students will: religion; statistical indicators such as GDP, per
capita income, employment rate, dependency ratio,
B2.1 analyse interrelationships between global literacy rate, population and population density,
population distribution, population density, birth rate, infant mortality, life expectancy at birth,
and quality of life rate of access to safe water and sanitation)
Sample questions: “What are the twenty most Sample questions: “Why do we classify
densely populated countries in the world? Which countries in this way? What are some of the
ones are wealthy? Which ones are poor? To consequences of placing a country into a
what extent has population density contributed particular category? How might this type of
to prosperity or poverty in these countries?” categorization help to maintain stereotypes
“Would a cap on population density for a country rather than promote understanding?” “What
help to improve the quality of life of its citizens?” criteria determine whether a region can be
classified as a country?” “Why is it important
B2.2 analyse interrelationships between population to look at a variety of indicators from different
migration (e.g., international migrants, internal categories in order to make a balanced assess-
migrants, refugees, illegal migrants) and quality ment of conditions in a certain country or
of life (e.g., quality of life factors as reasons for region?” “How might a grouping change if a
leaving, as reasons for choosing a destination, as different statistical variable were used as the
impacts of migration and resettlement) basis for comparison?” “Why is it important
Sample questions: “Why are subsistence farmers to note how and where the data were obtained
migrating to urban centres? What impact does and who interpreted them?”
this have on the farmer? On the urban centre? Using spatial skills: Students can construct
In what ways does this trend affect the quality of thematic maps of regions by combining map
life more broadly within a country or a region?” layers on which data for appropriate indicators
“What determines whether a slum is a ‘slum of and characteristics have been plotted (e.g.,
hope’ or a ‘slum of despair’? What is the role of Human Development Index, type of government,
the slum in economic development?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

birth rate, death rate). Students can also compare

Using spatial skills: To support their investiga- different map projections, such as a Peters
tions of factors affecting migration, students projection and a Mercator projection, to illustrate
can plot relationships between numbers of how map projections can influence the visual
migrants and other statistical data (e.g., the impact, and possibly the interpretation, of the
Human Development Index, per capita income) data.
as well as other information (e.g., periods of
war or drought) that reflect the quality of life B3.2 evaluate particular indicators or characteristics
in a particular country. that are used to classify countries, and analyse
the advantages and disadvantages of their use
B2.3 assess the effects of past and present political Sample questions: “Why do we find it useful to
and economic policies on inequality (e.g., effects use certain kinds of data or certain characteristics
of colonialism, boundary changes, trade agreements, as ways of categorizing countries?” “What does
development agreements and initiatives) an indicator like GDP per capita or fertility rate
Sample questions: “What responsibilities tell us about a country? What doesn’t it tell us?
do developed countries have for helping to How can the use of such indicators cause us to
reduce disparities between themselves and less make misleading generalizations about a country
developed countries?” “Developed countries or to stereotype its people?” “Why is it no longer
often require countries receiving aid to provide appropriate to describe the world primarily on
them with access to resources or to buy certain the basis of economic indicators?” “Why is the
products from them. Is this fair? Is it the most Human Development Index one of the most
effective way of helping a developing country?” frequently cited methods for grouping countries?
“How might a trade agreement support economic Do you think it is the most accurate? What
development in a country?” problems might be associated with the use of

200
 this index?” “How useful is it to classify countries
according to their political structure or their
government expenditure as a percentage of
GDP?” “Why might different organizations

World Issues: A Geographic Analysis

choose one type of classification but not
another to support their opinions? How might
they manipulate the data to strengthen their
message?” “How might applying the Human
Development Index specifically to indigenous
peoples give us a different sense of the quality
of life for subgroups within a developed
country?”

B3.3 apply statistical indicators and regional

classification systems to the analysis of current
global issues
Sample questions: “What, in your opinion, are
the three most important global issues today?
What indicators would you select to help you
analyse the regional significance and implications
of these issues?” “Which countries are emerging
as superpowers? Which indicators reflect these
changes in power relationships?”
Using spatial skills: To support their investiga-
tion of an issue, students can begin by identifying
indicators that are most relevant to the issue.
CGW4U
Mapping statistical data related to various
indicators relevant to the issue can help them
identify the extent to which different countries
and regions are affected by the issue.

SPATIAL ORGANIZATION: RELATIONSHIPS AND DISPARITIES

201
 C. SUSTAINABILITY AND STEWARDSHIP
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Strategies and Initiatives: analyse strategies and initiatives that support environmental stewardship
at a national and global level, and assess their effectiveness in promoting the sustainability of the
natural environment (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Population Growth: assess the impact of population growth on the sustainability of natural systems
(FOCUS ON: Spatial Significance; Patterns and Trends)
C3. Caring for the Commons: analyse issues relating to the use and management of common-pool
resources (FOCUS ON: Interrelationships; Geographic Perspective)

SPECIFIC EXPECTATIONS
C1. Strategies and Initiatives role in resolving these issues?” “How effective
are the strategies of organizations like the
FOCUS ON: Interrelationships; Geographic Perspective Nature Conservancy in protecting the natural
environment? What might be some of the
By the end of this course, students will:
barriers to a government’s adopting these
C1.1 assess the effectiveness of various inter- strategies?” “What can governments do to
national agreements for protecting the natural protect the environment?” “What legal and
environment (e.g., the United Nations Framework moral obligations do companies have with
Convention on Climate Change, the Kyoto Protocol, respect to the environment? Why are some
the Montreal Protocol, the United Nations Con­ companies better stewards of the environment
vention on the Law of the Sea, the Convention on than others? Why is it good for a company to
Biological Diversity) be seen to be environmentally responsible?”

Sample questions: “What criteria should we use

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

C1.3 analyse the influence of the values and beliefs

to measure progress towards achieving the of individuals and groups (e.g., environmental
United Nations Millennium Development Goal non-governmental organizations [NGOs]; business
of ensuring environmental sustainability? What advocacy groups; First Nations, Inuit, and Métis
progress has been made to date?” “What are people) in shaping public opinion about environ-
some programs that have proved effective in mental sustainability
protecting the natural environment? What has
made these programs effective? Have they been Sample questions: “How do First Nations, Inuit,
effective in all the countries where they have and Métis people typically see the relationship
been tried?” “How successful has the Convention between the environment and humans? What
on the Law of the Sea been in protecting the impact have their beliefs had on the Canadian
marine environment?” “Why might countries public in general?” “Compare the views of
be hesitant to sign a protocol on climate change?” an environmental NGO, a business advocacy
group, and a variety of companies with respect
C1.2 analyse the roles and responsibilities of to the environment generally or a specific
international organizations, governments, and environmental issue. What are the values and
companies with respect to the protection of the beliefs that underlie their positions? In what
natural environment ways are they similar? In what ways are they
different?” “How does the state of the economy
Sample questions: “Why is the United Nations affect the level of public concern about the state
essential to the solution of international of the environment?” “How have individuals
environmental problems? What are some of such as Rachel Carson, James Lovelock, and
the major sustainability issues that UNESCO David Suzuki influenced thinking about
and UNEP are working on, and what is their environmental responsibility?”

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C1.4 analyse the effectiveness of policies, programs, C2.2 analyse theories relating to the impact of
and initiatives in various countries in enhancing global population growth on the carrying
sustainability (e.g., polluter-pay policies, eco-fees, capacity of the earth (e.g., the Gaia hypothesis,

World Issues: A Geographic Analysis

carbon taxes, emission trading, zero-population- I=PAT, limits of growth, the demographic transition
growth initiatives) model)
Sample questions: “How have domestic waste Sample questions: “What does the idea of limits
management programs, such as recycling, of growth suggest about the carrying capacity
evolved in your community, and what have the of the earth?” “How does affluence affect
environmental benefits been?” “How are public population growth, according to the demo-
transportation systems in different parts of the graphic transition model? How does it affect
world being developed to improve sustainabil- the impact of population growth, according
ity?” “Has the availability of ‘green’ products to the I=PAT equation?” “In what ways has
contributed to sustainability?” “Which countries technological change amplified the impact of
have the strongest records of environmental population growth on the natural environment?
protection? Which have the weakest?” In what ways has it diminished it?”

C1.5 assess the effectiveness of local sustainability

initiatives in building sustainable communities C3. Caring for the Commons
(e.g., hazardous waste collection programs; com-
FOCUS ON: Interrelationships; Geographic Perspective
munity gardens; green roofs; no-till agricultural
practices; participation in events such as Earth By the end of this course, students will:
Hour, Earth Day, and World Environment Day)
Sample questions: “Is it possible to have sus- C3.1 explain the meaning and geographic
tainable development if water supply services significance of the commons (i.e., common-pool
have been privatized?” “What is the possibility resources such as water, fish, fishing grounds,
of organizing a community garden in your area? forests, common pastures) and the global CGW4U
How might this lead to a more sustainable commons (i.e., the atmosphere, the oceans,
community?” “How do no-till farming and outer space, and Antarctica)
other conservation tillage practices make farming, Sample questions: “Who owns a common-pool
and therefore rural communities, more sustain- resource? Who uses it? What determines how
able? What other environmental benefits do much of the resource can be used by any one
these practices provide?” “Why might it be person or group?” “What makes the global
difficult to get people to participate in initiatives commons different from other common-pool
that help the natural environment?” “What resources?” “What is the value of the atmos-
are some institutional and individual barriers phere? Of the oceans?”
and/or challenges that might prevent some
communities or countries from acting with C3.2 analyse the impacts of human activities
more sustainable intent?” on the commons (e.g., overfishing, atmospheric
pollution, water pollution, water depletion)

C2. Population Growth Sample questions: “How are fish affected by

industrial and agricultural activities in your
FOCUS ON: Spatial Significance; Patterns and Trends area?” “How does the existence of the Internet
contribute to climate change and the acidification
By the end of this course, students will: of the oceans?” “How does space exploration
affect the global commons?” “How do the
C2.1 analyse the impacts of population growth
different types of ‘waste’ that a country produces
and related trends (e.g., urbanization, migration,
contribute to the pollution of the global
increased international travel) on the natural
commons?”
SUSTAINABILITY AND STEWARDSHIP

environment
Using spatial skills: Students can use satellite
Sample questions: “What regions of the world
imagery of areas such as the Alberta oil sands
are experiencing population growth? How is
or the Three Gorges hydro development in China
the environment being changed in these regions
to investigate changes in vegetation over time.
to accommodate more people?” “How has
Changes in coral reefs or tropical rainforests
urbanization affected the availability of habitat
can be studied in this way as well. Students can
for wildlife? How has it affected the quality
also use the time function in a GIS to determine
of the environment outside cities?” “What
how emissions of gases related to climate change
environmental stresses are associated with
have varied throughout the world. Circle
large-scale population movements and with
graphs can be used to compare present total
increased international travel?”
and per capita emissions from the top ten
emitting countries.
203
 C3.3 analyse issues relating to the management
of the commons
Sample questions: “How do we manage a
resource like the atmosphere or the oceans
Grade 12, University Preparation

that everybody uses but nobody owns?” “What

is meant by ‘the tragedy of the commons’?”
“What is the role of governments in managing
common-pool resources inside their territories?”
“Does the Northwest Atlantic Fisheries
Organization (NAFO) provide adequate
protection for North Atlantic fish stocks?”
“Why did the Montreal Protocol succeed and
the Kyoto Protocol fail?” “What agreements
or other arrangements exist to manage the use
of rivers and lakes, such as the Great Lakes,
the Jordan River, the Nile, the Danube, the
Mekong, or the Brahmaputra, that are shared
by two or more countries? What kinds of conflicts
might arise over the use of shared rivers and
lakes?” “Where has water distribution been
privatized? Are water resources better managed
in these countries than in countries where water
distribution is publicly controlled?” “How can
individual citizens or citizens’ groups promote
stewardship of the commons?”
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204
D. INTERACTIONS AND
INTERDEPENDENCE:

World Issues: A Geographic Analysis

GLOBALIZATION

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Trade and Immigration: analyse the influence of trade agreements and immigration policies on
global interdependence and the well-being of countries (FOCUS ON: Interrelationships; Geographic
Perspective)
D2. Impacts and Management: analyse issues relating to national and global impacts of globalization
from a geographic perspective, and assess responsibilities and approaches for managing these
issues (FOCUS ON: Spatial Significance; Geographic Perspective)
D3. Characteristics and Driving Forces: describe the major characteristics of globalization, and analyse
factors that are driving the globalizing process (FOCUS ON: Patterns and Trends; Interrelationships)

CGW4U
SPECIFIC EXPECTATIONS
D1. Trade and Immigration “How do foreign investment protection agree-
ments affect the rights of foreign companies
FOCUS ON: Interrelationships; Geographic Perspective and participating governments?” “What key
criteria would you use to determine whether
By the end of this course, students will:
Canada should enter into a trade agreement
D1.1 analyse the influence of selected international with another country? Do some current trade
trade agreements (e.g., the Comprehensive agreements meet your suggested criteria?”
Economic and Trade Agreement [CETA] between “What role might international economic
Canada and the European Union, the United summits, such as the G8 or G20, play in the
States–Saudi Arabia Agreement on Trade and development of trade agreements?” “Can
Investment, the India-Korea Comprehensive economically weaker countries negotiate fair
Economic Partnership Agreement [India-Korea agreements with economically more powerful
CEPA]) on global interdependence and the countries?”

INTERACTIONS AND INTERDEPENDENCE: GLOBALIZATION

economic, environmental, and social well-being
of participating countries D1.2 analyse the influence of immigration on
global interdependence and on individual
Sample questions: “What do countries attempt countries, and assess the role of national
to gain by entering into trade agreements with immigration policies in managing the impacts
other countries?” “How do trade agreements of population change and immigration
affect the sovereignty of participating countries?”
“Why might a country choose to be an observer Sample questions: “How does immigration
or decline to be a member of the World Trade affect connections and interactions between
Organization?” “How might a trade agreement countries?” “What benefits might a country
change a country’s relationships with other gain from opening its doors to immigrants?
participating countries as well as with countries What difficulties and tensions might also arise
not involved in the agreement?” “What are the as a result of immigration?” “Should wealthy
potential environmental and social impacts of countries actively recruit highly qualified
this agreement on the participating countries? immigrants from less developed countries?
How will this agreement affect different sectors What effect does the loss of these people have
of the economy in the participating countries?” on their home countries?” “Does immigration

205
 provide any benefits to trade relations between toxic waste, landfill material). Students can
countries?” “How does the arrival of immigrants then layer socio-economic data such as number
from other countries affect the culture of the of televisions or cellphones, number of doctors,
country that receives them?” “Why might caloric intake, and GDP per capita to determine
countries such as Denmark, Japan, and correlations between standards of living and
Grade 12, University Preparation

Germany have tight restrictions on immigration waste flows. The maps can be used to support
while other countries such as Sweden, Canada, a discussion of ethical questions relating to
and the United Kingdom have more open waste exports.
policies?” “For what reasons might people seek
refugee status? What types of situations does D2.2 analyse the impacts of globalization on indi-
the International Rescue Committee [IRC] vidual countries and on the interrelationships
become involved in?” “Why do countries between countries (e.g., increased interdependence
regularly review their limits on different types of countries, internationalization of local conflicts)
of immigration? Why has Canada imposed Sample questions: “How does our consumerism
limits on different immigration categories contribute to our interdependence with devel-
over the years? Which of Canada’s current oping economies?” “What are conflict minerals?
immigration categories do you predict will How has the international demand for these
become more contentious as a result of contributed to civil wars in Africa?” “How
globalization?” do global black markets aid the financing of
terrorism?” “Has globalization made wars
between countries more likely, or less?”
D2. Impacts and Management
FOCUS ON: Spatial Significance; Geographic D2.3 assess the responsibility of consumers for
Perspective moderating economic, social, and environmental
impacts associated with globalization, and
By the end of this course, students will: describe ways in which this could be done
(e.g., informing themselves about how products are
D2.1 analyse issues relating to the impacts of made and disposed of, buying fair-trade products,
globalization on economic and social conditions boycotting products made through exploitive
in both developing and developed countries practices, raising awareness of labour and environ-
and on the environment (e.g., outsourcing of mental issues in developing countries, supporting
manufacturing and services to low-wage countries; NGOs that are active in promoting workers’ rights
loss of manufacturing jobs in high-wage countries; and environmental protection in producing countries)
increased pollution in low-wage countries; illegal
immigration; exploitation of migrant workers; Sample questions: “Should consumers be
increased greenhouse gas emissions from the concerned about how the products they buy
are made? Would you be willing to pay more
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

transportation of people and goods; increased risk

of damage to local ecosystems from invasive plant, for products that have not been produced in
animal, and insect species; increased risk of global sweatshops?” “How can you find out where
pandemics) products are made and whether manufacturers
follow acceptable labour and environmental
Sample questions: “How does the outsourcing practices?” “What are some examples of
of manufacturing to low-wage countries benefit fair-trade products? How does fair-trade
people in those countries? Who benefits in high- certification protect small producers in devel-
wage countries?” “How are labour conditions oping countries?” “How can you influence
in low-wage countries affected by the desire labour standards in other countries through your
to produce goods at the lowest possible cost?” purchases? How can you support Canadian
“What goods do we no longer produce in businesses through your purchases?”
Canada? What factors, besides globalization,
might be contributing to the decline of manu- D2.4 assess the responsibilities of governments
facturing in Canada?” “Which sectors of the and businesses for managing economic, en-
Canadian economy have benefited from vironmental, and social impacts associated with
globalization?” “What is the pollution haven globalization, and describe ways in which this
hypothesis? What evidence is there for it and could be done (e.g., through national laws regard-
against it?” “What kinds of toxic wastes are ing foreign operations of domestic companies,
exported to developing countries? Why?” international organizations such as the International
Using spatial skills: Students can use flow Labour Organization, international agreements
maps to show the sources and destinations of such as the Basel Convention, voluntary business
various types of waste (e.g., e-waste and other initiatives such as implementing codes of conduct
requiring foreign suppliers to meet more stringent

206
 labour and environmental standards, making show where certain foreign-related business
information available to consumers about where activities are located, and annotations could
their products are made and what standards their provide further details, such as the number of
foreign companies operating in the country, the

World Issues: A Geographic Analysis

suppliers must adhere to)
Sample questions: “In what ways do various products manufactured or services provided, the
governments ensure that businesses based in numbers employed, and wages and working
their countries operate ethically and legally in conditions.
other countries? Why might some countries
D3.2 analyse factors that have influenced the
choose not to ensure this?” “How do inter-
trend towards a globalized economy (e.g., trade
national agreements control the use of banned
agreements, consumerism, low wages and less
substances (e.g., the Stockholm Convention on
government regulation in developing economies,
Persistent Organic Pollutants, the Montreal
advances in communications and transportation
Protocol)? How effective are they? What is the
technology)
Basel Convention? What is the Accord on Fire
and Building Safety in Bangladesh?” “What Sample questions: “Why are the products that
responsibility do businesses have to ensure are consumed in developed countries like Canada
that they do not exploit workers or cause often not made there?” “What is consumerism,
environmental damage in the countries in and how does it contribute to globalization?
which they operate?” “What can governments How do discount retailers, such as ‘big box’
and businesses in developed countries do to stores and online retailers, contribute to
offset the impacts of globalization on their globalization? How have international trade
economies?” agreements contributed to globalization?”
“Would a globalized economy be possible with-
out modern transportation and communication
D3. Characteristics and Driving Forces systems?” “Do labour laws and environmental
FOCUS ON: Patterns and Trends; Interrelationships regulations affect where companies decide to CGW4U
produce their goods?” “What is the average
By the end of this course, students will: wage of a factory worker in the country where
your shirt was made? What is the average wage
D3.1 describe ways in which economic activity of a factory worker in Canada?”
has become globalized (e.g., national economies
have become increasingly integrated with those D3.3 describe the globalization of culture (e.g.,
of other countries; production and services are increasing similarity of many aspects of everyday
frequently outsourced to lower-wage economies; life in different countries as people everywhere
multinational corporations dominate most consume more of the same goods, are exposed to
economic sectors) more of the same ideas, and share more of the same
entertainment), and analyse the factors that have
Sample questions: “Where do the products
contributed to it (e.g., modern communications
you use come from? Which ones are made
technology, including the Internet; rising standards
in Canada?” “Choose a common consumer
of living in developing and emerging economies;
product, like a cellphone or a computer. Can
large-scale migration and mixing of peoples;
you buy it anywhere in the world? What
international tourism; widespread use of English
company produced it? Where is that company

INTERACTIONS AND INTERDEPENDENCE: GLOBALIZATION

as a common language; broad appeal of films, music,
based? How many countries does it sell its
and other aspects of Western popular culture)
products in? Where was the product designed?
Where was it assembled? Where did the com-
ponents inside it, such as batteries, processors,
screens, and hard drives, come from?” “Do
countries that produce cheap consumer goods
consume most of these goods themselves or
do they export most of them?” “Is the number
of multinational corporations increasing?
Where are the new ones coming from? Is it
only multinational corporations that outsource
the production of their goods?”
Using spatial skills: Students can construct a
map illustrating foreign ownership of businesses
or production for foreign companies in a par-
ticular country or countries. The map could

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 E. SOCIAL CHANGE AND QUALITY
OF LIFE
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Leadership and Policy: analyse the influence of governments, groups, and individuals on the
promotion and management of social change (FOCUS ON: Patterns and Trends; Geographic Perspective)
E2. Agents of Change: analyse impacts of selected agents of change on society and quality of life
(FOCUS ON: Interrelationships; Geographic Perspective)
E3. Continuing Challenges: analyse issues relating to human rights, food security, health care, and
other challenges to the quality of life of the world’s population (FOCUS ON: Spatial Significance;
Patterns and Trends)

SPECIFIC EXPECTATIONS
E1. Leadership and Policy Sample questions: “What are the United
Nations Millennium Development Goals? What
FOCUS ON: Patterns and Trends; Geographic progress has been made in achieving them?”
Perspective “Why do some aid programs fail to achieve
their objectives? Why are others successful?
By the end of this course, students will: How successful has food aid been for the con-
tinent of Africa? Why might aid not reach the
E1.1 analyse government policies for controlling
intended recipients?” “What are some of the
population growth (e.g., China’s one-child policy,
most pressing needs of people living in the
incentives in various countries to increase birth
slums of the Kibera neighbourhood in Nairobi,
rates, immigration as a way of compensating for
Kenya? What is being done to address those
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

an aging population), and assess their impacts

needs, and what results have been achieved so
Sample questions: “Why might governments far?” “What criteria would you use to determine
adopt policies for limiting or increasing whether a country should receive in-kind aid
population growth?” “What are some of the (such as food or building materials), a loan,
consequences of a high dependency ratio?” “Why or debt forgiveness? Will these criteria fit all
did China institute a one-child-per-family policy situations?” “Does this program or policy focus
in the 1970s, and why did it eventually relax on the needs of the debtors or the creditors?”
the policy? What did the policy achieve, and “Why is aid still granted to some countries
what were its unintended consequences?” in spite of evidence of misgovernment and
“How has India attempted to control its corruption?” “Do the governments of wealthy
population growth?” “Why does Canada countries spend enough on foreign aid?”
encourage immigration?”
Using spatial skills: Using population pyramids, E1.3 assess the contributions of various individuals
students can analyse population trends for to advancing human rights and improving the
selected countries. The analyses can be used quality of life in various countries, and assess
as a basis for identifying or forecasting demo- the roles and responsibilities of individuals, as
graphically related social and economic needs global citizens, in helping to solve issues of
and the policies needed to address them. global concern
Sample questions: “What contributions are
E1.2 assess the effectiveness of various inter- Stephen Lewis, Maude Barlow, Vandana Shiva,
national aid policies, programs, and practices and Muhammad Yunus known for?” “Why have
(e.g., food aid, economic development aid, infra- Bob Geldof and Bono been successful at making
structure projects, debt relief) in improving the debt forgiveness an international political issue?”
quality of life in developing countries “Is it appropriate for the United Nations to use
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 celebrities as ambassadors for human rights and E2.2 analyse the influence of mass media, including
quality of life issues? Why might some people the Internet, on social and political change
be opposed to this practice? Have celebrity Sample questions: “What is the relationship
ambassadors been successful in bringing about

World Issues: A Geographic Analysis

between the media and the government in
change?” “How can purchasing fair-trade goods democratic countries? In countries with
or goods from social enterprises help people authoritarian regimes?” “How has public
in other countries?” “Which NGOs or social access to online information influenced the
enterprises would you consider supporting?” ways in which governments operate?” “Why
do some governments restrict the use of the
E1.4 describe how governments protect the security
Internet by their citizens? How effective are
of the state (e.g., border security, search and rescue,
restrictions on Internet usage in controlling
disaster relief, consular support, defence against
the flow of information?” “What does the
foreign powers or terrorist groups, military support
censorship of mass media look like in democratic
of friendly foreign powers, intelligence collection,
countries, and how does that affect the ability
participation in collective security organizations),
of the media in those countries to influence
and analyse issues relating to changing national
change?” “How much control should govern-
security needs and human rights
ments have over communications and the
Sample questions: “How has the nature of transfer of information?”
international conflict changed over the past few
decades, and how has this affected the security E2.3 analyse the role of urbanization as an agent
needs of Canada and other countries? How of social, economic, and environmental change
have Canadian governments responded to Sample questions: “Why are more people moving
these changes?” “How might national security to cities?” “How might increasing urbanization
needs conflict with individual rights? How affect the production and distribution of food?
should they be balanced?” How is it affecting the availability of farmland?”
“How are cities changing as a result of urbaniz- CGW4U
ation? How is urbanization changing rural
E2. Agents of Change
areas? How does the impact of people on the
FOCUS ON: Interrelationships; Geographic Perspective environment change as societies become more
urbanized?” “How does living in a city affect
By the end of this course, students will: the way people live and meet their needs? How
does urbanization affect social connections
E2.1 explain the impact of technology as an between people? What kinds of social issues
agent of change, and describe ways in which might arise as cities become more densely
technology could be used to bring about populated?” “How does urbanization change
beneficial change in the future transportation and communication networks?
Sample questions: “Can you name three ways How can expanding cities meet the demand for
in which technology has made your life better housing, jobs, water, and sanitation? How are
than that of your parents or grandparents cities in different parts of the world responding
or improved the quality of life of people in to these challenges?” “Will an urbanized world
low-income countries? Has technology also had be a more prosperous world? Will it be more
unintended negative consequences for society, resilient to natural disasters?” “What will the
the economy, or the environment?” “What are city of the future look like?”
disruptive technologies? Can you identify an
example of one in the past? Who benefited from
it? Who didn’t? What was the overall effect on E3. Continuing Challenges
society? Can you identify a disruptive technology FOCUS ON: Spatial Significance; Patterns and Trends
that is changing society today? What are its
SOCIAL CHANGE AND QUALITY OF LIFE

present and expected future impacts?” “Can By the end of this course, students will:
some military technologies be adapted for
beneficial civilian uses?” “How might individual E3.1 analyse relationships between ethnic and/or
portable water filters change the lives of people religious tensions and crimes against humanity
in developing countries?” “Would providing by governments or armed opposition groups
free cellphones to people with low incomes (e.g., in Uganda, Rwanda, the former Yugoslavia)
help them find and keep good jobs?” “How Sample questions: “How did colonialism
might a wireless Internet service help to exacerbate ethnic tensions in Africa? How might
improve medical and educational services this help explain the events that occurred in
for remote Aboriginal communities?” Rwanda in the early 1990s?”

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 E3.2 assess the responsibility of governments E3.4 analyse challenges relating to food security
and international bodies for the promotion and and safety, and assess ways of responding to
protection of human rights these challenges
Sample questions: “What are the fundamental Sample questions: “How will food production
Grade 12, University Preparation

rights that all human beings should have, be affected by population growth, climate
according to the Universal Declaration of trends, and the increasing demand for animal-
Human Rights? What does the United Nations based foods?” “Why are more genetically
do to promote human rights throughout the modified food crops being grown?” “Why
world?” “How do the International Criminal have organic foods become more popular?”
Court and special international tribunals like “What environmental challenges are faced by
those for Rwanda and the former Yugoslavia indigenous communities who wish to restore
protect human rights?” “Why are some groups or maintain traditional diets?” “Do we have
of people marginalized in some countries, and enough farmland to grow food for a larger
what role have governments played in either world population? How important are the
maintaining or decreasing their marginalization?” following measures for feeding a larger world
“What disadvantages do members of the Dalit population: increasing crop yields, bringing
caste experience in India? What is the govern- more land under cultivation, reducing waste
ment of India doing to prevent discrimination and inefficiency in the food supply chain?”
against them?” “How effective has the federal “Why are foreign companies acquiring large
government in Canada been at addressing tracts of farmland in Africa? How are local
human rights issues that affect Canadian farmers and national economies being affected?
citizens?” How might foreign ownership of farmland be
seen as a possible source of conflict over access
E3.3 analyse issues relating to the rights of women to food? How is the ownership of farmland
and children (e.g., child labour, birth control, changing in other parts of the world?” “Why is
access to education, economic independence of agriculture becoming more dependent on large
women), and assess the effectiveness of programs agribusinesses for seeds, fertilizer, pesticides,
(e.g., programs that train women in the local and distribution? How does that affect food
community as teachers, programs that fund security?”
business opportunities for women, Child Soldiers
Initiative, Make Poverty History) and organizations E3.5 identify regional and global patterns relating
(e.g., World Vision, UNICEF, Save the Children, to disease (e.g., infectious diseases, chronic diseases)
Plan International, Free the Children, Grameen and health care, and assess the influence of
Bank) that address these issues factors affecting quality of life (e.g., per capita
Sample questions: “What are some programs income, lifestyle, access to health care, access to
that have proved effective in making people improved water and sanitation systems, caloric
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

aware of the plight of child soldiers? Have intake) on health in different parts of the world
these programs been effective in improving Sample questions: “What are the chances of
the lives of children?” “How effective have living to seventy years of age in a high-income
education programs been in addressing the country? In a low-income country? Why do
rights of women and children in Egypt and many more children die in low-income countries
Colombia?” “How do human rights differ than in high-income countries?” “Why are people
for teenagers in developed and developing in low-income countries more likely to die of
countries?” “Should all children have access infectious diseases? What are the greatest dangers
to universal education? Should there be laws to health in high-income countries?” “How is
to prohibit children from working? When does personal health affected by one’s standard of
childhood end?” “How do various governments living and one’s environment?” “What is a
aid in perpetuating gender inequality? Why do pandemic? What are some current examples of
they view this as acceptable?” pandemics, and how did they spread?” “What
Using spatial skills: Students can construct can be done to increase the lifespan of people
thematic maps to support an analysis of human in low-income countries?” “Why are advanced
rights issues relating to women and children. medicines sometimes too expensive for those
Useful statistical indicators that can be incor- who need them most? Should pharmaceutical
porated into map layers include the number companies make their products available to
of women in non-agricultural jobs and the low-income countries at a reasonable cost? What
number of children under fourteen years of age are the obstacles to doing this?” “Is medical
engaged in labour. research biased towards the needs of high-income
countries? If so, why?”

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World Geography: Urban Patterns
and Population Issues, Grade 12
University/College Preparation CGU4M

The world’s population is growing, it is moving and intermixing, and it is increasingly

found in cities. This course explores these changes and the challenges that come with
them. It investigates the forces that are shaping the world’s communities, the patterns of
interaction between them, the quality of life within them, and their impact on the world
around them. Students will apply the concepts of geographic thinking, the geographic
inquiry process, and spatial skills and technologies as they investigate issues related to
population change and urban life and propose ways of enhancing the sustainability of
communities around the world.

Prerequisite: Any university, university/college, or college preparation course in Canadian

and world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating issues affecting ecumenes

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify careers in which a background in
geography would be an asset
(continued)

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 Overview (continued)
Grade 12, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization of Ecumenes

B1. Increasing Liveability: assess the liveability of We need to support What makes a community
ecumenes in Canada and other parts of the world, and and maintain the liveable?
analyse factors that influence liveability (FOCUS ON: development of liveable
How might individuals’
Spatial Significance; Patterns and Trends) communities.
criteria for liveability vary
B2. Processes that Shape Ecumenes: describe Many local, national, and depending on their values,
interrelationships between the environmental, social, international factors have beliefs, and ideas?
economic, and political processes that shape ecumenes an impact on the growth
(FOCUS ON: Spatial Significance; Interrelationships) and development of Why might some people
communities. and groups not support
development within a
B3. Understanding Ecumenes: describe the spatial Land-use patterns community?
distribution of land use in human settlements according and trends can help
to selected theories (FOCUS ON: Patterns and Trends; us understand Is land-use distribution
Interrelationships) interrelationships within and classification similar
and between human throughout the world?
settlements.

C. Sustainability and Stewardship

C1. Working towards Sustainability: analyse impacts Human activity and How do population
of human activity and human settlements on the human settlement have changes affect the impact
environment, and assess the effectiveness of solutions social, environmental, of communities on the
to these impacts in selected ecumenes (FOCUS ON: political, and economic natural environment?
Spatial Significance; Geographic Perspective) consequences.
What are some challenges
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C2. Stewardship: assess ways in which stewardship Individuals, governments, associated with balancing
practices can contribute to the sustainability of human and companies must work human wants, needs,
settlements (FOCUS ON: Interrelationships; Geographic together to manage a and activities with the
Perspective) community’s growth sustainability of human
sustainably. settlements? How have
some groups addressed
C3. Modifying the Environment: describe ways in which Environmental
these challenges?
human societies modify their local environments in modification and
order to meet economic, social, political, and other sustainability are Is it possible to modify the
needs, and assess the effects of these modifications potentially conflicting environment and maintain
on sustainability (FOCUS ON: Spatial Significance; ideas. sustainability at the same
Geographic Perspective) time?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

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 Urban Patterns and Population Issues
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*

World Geography:
Geographic Thinking

D. Systems: Interdependence of Ecumenes

D1. Policies and Change: analyse impacts of public It is important to Why is it hard to please
opinion and policy on interactions within and understand differing everyone when making
between ecumenes (FOCUS ON: Patterns and Trends; points of view when a community decision?
Interrelationships) looking at issues involving
How are global population
communities.
trends affecting human
D2. Population Change and Migration: analyse impacts Demographic trends are settlement patterns? What
of population change and migration on the social having a wide range of infrastructure needs to be
characteristics and built environment of cities (FOCUS impacts on cities around developed to accommodate
ON: Patterns and Trends; Interrelationships) the world. these population trends?

D3. Challenges of Interdependence: analyse the effects Countries need to How do various
of international assistance and formal and informal continue to work together international issues affect
international economic activity on quality of life in to develop plans to the quality of life in
developed and developing countries (FOCUS ON: address quality of life communities around the CGU4M
Interrelationships; Geographic Perspective) challenges. world? Why are some
communities not able to
address these challenges
themselves?

E. Changing Ecumenes

E1. Quality of Urban Life: analyse interrelationships The quality of life in a city What are some quality of
between urban environments and quality of life can vary greatly from one life issues that are specific
(FOCUS ON: Spatial Significance; Interrelationships) region to another. to large urban centres?

E2. Analysis of Solutions: assess from a geographic The effectiveness of What accounts for the
perspective the effectiveness of solutions to issues solutions to urban variability of quality of
affecting the built environment (FOCUS ON: problems depends on life within a city?
Interrelationships; Geographic Perspective) many factors.
Why might a megaproject
cause new problems
while solving an existing
problem?

OVERVIEW

213
 A. GEOGRAPHIC INQUIRY AND SKILL
Grade 12, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating issues affecting ecumenes;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions
author, the expertise of the author, the accuracy
to guide investigations into issues affecting
of the text and supporting data, the intended
ecumenes (e.g., factual questions: How many
audience, the purpose of the messaging, the
cities in China have populations greater than
context in which the information was presented)
10 million?; comparative questions: Which
region is experiencing the greatest rate of Sample questions: “Whose point of view does
urbanization?; causal questions: How do local this source represent? Is the source biased?
economies benefit from seasonal migration?) Have you consulted other sources that represent
other points of view? Which source is most
A1.2 select and organize relevant data and infor- credible and why?” “What do the author’s
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

mation on geographic issues from a variety of credentials suggest about his or her expertise
primary and secondary sources (e.g., primary: in the subject?” “Are the sources cited in the
raw data from fieldwork, both quantitative and references and bibliography reputable and
qualitative; statistics; photographs; satellite credible?” “Are there any ideas that need
images; secondary: newspapers, books, atlases, cross-checking?” “Do you see any statements
geographic magazines, websites, graphs, charts, that are not supported?”
digital and print maps), ensuring that their
sources represent a diverse range of perspectives A1.4 interpret and analyse data and information
relevant to their investigations, using various
Sample questions: “What are some quality of
tools, strategies, and approaches appropriate
life indicators that you might use to analyse
for geographic inquiry (e.g., interpret diagrams
poverty distribution patterns in different
illustrating theories of urban land use; analyse
ecumenes? Where might you find such data
graphs and charts of quality of life indicators for
and information?” “What kinds of data and
selected ecumenes to identify trends and correlations;
information do you need to collect in order to
use decision-making templates to analyse points of
assess the impact of natural resource extraction
view on an issue; use graphic organizers to outline
or harvesting on a specific ecumene?” “What
various perspectives on immigration policies)
types of maps and graphs will help you analyse
migration patterns?” Sample questions: “What type of graphic
organizer would you use to help analyse the
impact of rural-to-urban migration in selected
countries?” “What data layers and types of

214
 information might you include in a geographic A1.7 communicate their ideas, arguments, and
information system (GIS) query in order to conclusions using various formats and styles,
analyse inter- and intra-urban transportation as appropriate for the audience and purpose

Urban Patterns and Population Issues

networks?” “Is there a correlation between the (e.g., a debate for classmates on the relocation of
two variables you plotted? How close is it? Aboriginal communities in Canada, a slide presen-
Does the correlation imply that changes in tation for a Grade 9 class showing the differences
one variable caused changes in the other? Is between “slums of hope” and “slums of despair”,
it possible that changes in both variables are a webcast or podcast for the general public on

World Geography:
caused by other factors? How do you explain strategies for improving the liveability of a
data points that are not near the line of best fit? particular community)
What additional evidence do you need to Sample questions: “What does your audience
support a causal connection?” “Is the amount know about the topic? How much and what
of data sampled in the study enough to produce kind of information do they need? What format
meaningful results?” and approach would be most effective in
conveying your information to this particular
A1.5 use the concepts of geographic thinking
audience?” “What type of graph or map projec-
(i.e., spatial significance, patterns and trends,
tion conveys the information and intended
interrelationships, geographic perspective) when
message most accurately and clearly?” “Are
analysing and evaluating data and information
there certain data layers that you can add to a
and formulating conclusions and/or judgements
map that would make it communicate your
about issues affecting ecumenes (e.g., use the
ideas more effectively?”
concept of spatial significance to analyse the
distribution of urban and rural populations; A1.8 use accepted forms of documentation (e.g.,
use the concept of patterns and trends to analyse footnotes, author/date citations, reference lists,
short- and long-term population trends and bibliographies, annotated bibliographies, credits)
phenomena, such as the shift of population to to reference different types of sources (e.g., CGU4M
urban centres; use the concept of interrelationships websites, blogs, books, articles, films, data)
to assess the contributions of various natural and
human factors to the formation of a megalopolis; A1.9 use appropriate terminology when
use the concept of geographic perspective to analyse communicating the results of their investiga-
the social, political, economic, and environmental tions (e.g., vocabulary specific to their inquiry;
impacts of the arrival of a new industry on a terminology related to geography and to the
selected ecumene) concepts of geographic thinking)
Sample questions: “How might the concept of
spatial significance help you determine the best
location for a new business and the population A2. Developing Transferable Skills
threshold needed to support it?” “How might Throughout this course, students will:
an understanding of patterns and trends help
you analyse the impact of a megaproject on a A2.1 describe ways in which geographic investi-
selected region of settlement?” “How might an gation can help them develop skills, including
understanding of interrelationships guide your spatial skills and the essential skills in the
analysis of the connections between two or Ontario Skills Passport (e.g., reading graphic
more areas of population settlement?” “How texts, writing, graphing, computer use, use of spatial
can geographic perspective help you analyse technologies, oral communication, numeracy,
the impacts of globalization on a selected
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
decision making, planning, management, finding
ecumene?” information, problem solving), that can be
transferred to postsecondary opportunities,
A1.6 evaluate and synthesize their findings to the world of work, and everyday life
formulate conclusions and/or make informed
judgements or predictions about the issues they A2.2 apply in everyday contexts skills and
are investigating work habits developed through geographic
Sample questions: “What did you find out investigation (e.g., ask questions to deepen their
about the relationship between government understanding of an issue; listen to and consider
policy and refugee settlement programs? What multiple perspectives when discussing an issue;
conclusions can you draw about why this use spatial skills to determine the best location for
relationship exists?” a home or business or the best route for a holiday
trip; apply work habits such as collaboration to

215
 share information effectively and determine criteria use the concept of geographic perspective to analyse
that need to be considered when making a decision; the potential consequences of building an energy
Grade 12, University/College Preparation

use organizational skills and work habits to help megaproject in a selected region of population
them establish priorities and manage their time both settlement) in order to enhance their understand-
in class and while doing work in other contexts) ing of these issues and their role as informed
citizens
A2.3 apply the concepts of geographic thinking
when analysing current events involving A2.4 identify some careers in which a geography
geographic issues (e.g., use the concept of spatial background might be an asset (e.g., community
significance to analyse possible reasons for the settlement worker, diversity officer, entrepreneur,
growth of an urban area; use the concept of patterns financial analyst, import business owner, economic
and trends to analyse the costs and benefits of development officer, landscape architect, politician,
major international political or sporting events; project manager, land surveyor, international aid
use the concept of interrelationships to analyse the worker, marketing analyst, urban planner, GIS
connection between migration rates and levels of technician)
employment for different population settlements;
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

216
B. SPATIAL ORGANIZATION OF
ECUMENES

Urban Patterns and Population Issues

World Geography:
OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Increasing Liveability: assess the liveability of ecumenes in Canada and other parts of the world,
and analyse factors that influence liveability (FOCUS ON: Spatial Significance; Patterns and Trends)
B2. Processes that Shape Ecumenes: describe interrelationships between the environmental, social,
economic, and political processes that shape ecumenes (FOCUS ON: Spatial Significance; Interrelationships)
B3. Understanding Ecumenes: describe the spatial distribution of land use in human settlements
according to selected theories (FOCUS ON: Patterns and Trends; Interrelationships)

SPECIFIC EXPECTATIONS
B1. Increasing Liveability liveability of an ecumene?” “Have other places
in the world enjoyed improvements in liveability CGU4M
FOCUS ON: Spatial Significance; Patterns and Trends similar to those in most of Canada? Which ones
have not? Why might different countries have
By the end of this course, students will:
different criteria for liveability based on their
B1.1 use a variety of criteria (e.g., rate of urbanization, values, priorities, and political and economic
cultural and economic characteristics, demographics, trends over time?” “What places in Canada
transportation, infrastructure) to assess and have not enjoyed the same improvements
compare the liveability of selected ecumenes in liveability as the majority of Canadian
from around the world ecumenes?” “What, in your opinion, are the
three most important things that have improved
Sample questions: “What characteristics do the liveability of Canadian ecumenes? Have
megalopolises, cities, towns, and villages have in the same factors been equally important in
common? How are they different, and how do improving the liveability of ecumenes in the
these differences affect their liveability?” “How other countries you have looked at, or have
do cultural differences and related value systems other factors been more important?”
affect people’s opinions of what constitutes
liveability?” “Which criteria are the most useful Using spatial skills: Students can support their
for assessing the liveability of an ecumene?” investigations of changes in liveability over
“How does the liveability of your community time by layering maps of a city or other ecumene
compare with that of a community of similar from different time periods and annotating
size in France, Brazil, or Indonesia?” “Why them with information about population and
does the liveability of a city depend on one’s the infrastructure that was available in each
personal perspective?” time period. They can then make inferences
SPATIAL ORGANIZATION OF ECUMENES

about how existing infrastructure affected

B1.2 describe changes in the liveability of Canadian liveability and how changes in population and
and selected ecumenes in other countries from infrastructure led to improvements or declines
1800 to the present, and analyse reasons for in liveability.
these changes (e.g., economic growth, improvements
in access to health care and education, safer drink- B1.3 analyse the liveability of their local community
ing water, improved wastewater and transportation and various strategies for enhancing it (e.g., live/
infrastructure) work land use, improved transit, New Urbanism)

Sample questions: “What role has technology Sample questions: “Should there be more green
played in changes to infrastructure? What space in your community?” “Are recreation
modern services have required new infrastruc- facilities adequate?” “How should land uses
ture?” “How does infrastructure affect the

217
 in the community be changed to improve live- of the area with information indicating areas of
ability?” “Should new developments make it immigrant settlement and related changes in
Grade 12, University/College Preparation

easier for people to walk to their destinations or land use.

to drive?” “What is New Urbanism, and what
approaches does it use to enhance liveability?” B2.3 analyse changes in the economic and political
“What are the financial and economic benefits characteristics of communities as they evolve
of improving transportation routes and reducing through the urban hierarchy (e.g., from village
traffic congestion in a large urban centre?” to town, city, metropolitan area, megacity, and
megalopolis)
Using spatial skills: Students can integrate
concepts related to this expectation by develop- Sample questions: “How do the locations of
ing an “official” plan for their community that businesses and industries change as a community
incorporates specific strategies for enhancing evolves through the urban hierarchy from town
liveability. to city?” “How do laws and by-laws encourage
or discourage new businesses?” “How do
threshold populations influence economic and
B2. Processes that Shape Ecumenes political opportunities and needs as a community
evolves through the urban hierarchy?” “How
FOCUS ON: Spatial Significance; Interrelationships
does the availability of low-, middle-, and
By the end of this course, students will: high-order goods within a community relate
to the community’s position within the urban
B2.1 explain how the physical characteristics of hierarchy?”
different sites (e.g., landforms, climate, soils and Using spatial skills: Students can calculate
vegetation) encourage or constrain urban growth the population threshold needed to make it
Sample questions: “How has settlement in profitable to sell a certain good or service in their
Egypt been influenced by the Nile River?” community. They can then use the threshold
“How does the location of Las Vegas determine value to determine whether the community has
or constrict urban growth in that city?” “How room for more outlets for goods or services of
do landforms influence the spatial distribution that kind or whether it already has too many.
of human settlements in Japan?” “How does
the Fraser River influence urban development
in the Greater Vancouver area?” B3. Understanding Ecumenes
FOCUS ON: Patterns and Trends; Interrelationships
B2.2 analyse the influence of social factors (e.g.,
class, religion, ethnicity, cultural activity) on the By the end of this course, students will:
characteristics of a selected ecumene (e.g., land
use, economic activity) B3.1 identify different types of settlements, and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

describe the criteria used to define them in

Sample questions: “What effects do religious
Canada and other parts of the world
practices have on settlement patterns in
Jerusalem? What evidence is there of commercial Sample questions: “Is there a difference between
activity to meet the cultural dietary requirements the Japanese definition of a city and the Canadian
(i.e., for halal and kosher foods) of specific groups definition?” “How is a town different from a
in the city?” “What impacts does a university city, other than being smaller?” “How is a
have on the surrounding community?” “What megacity different from a megalopolis?”
causes communities to evolve in unique ways?
Why might ways of life sometimes be different B3.2 use a variety of maps to compare land-use
in communities that have developed in similar patterns in cities in developed countries with
physical environments – communities in the those in developing countries
Gobi, Mojave, or Sahara deserts, for example, Sample questions: “What similarities and
or mountain communities in Bolivia and Tibet, differences are evident between the cities
or equatorial communities in Uganda and you have been investigating? What historical,
Singapore?” “How can political decisions alter political, cultural, and economic factors have
the development of a particular ecumene?” contributed and/or are contributing to these
Using spatial skills: Students can support an differences and similarities?” “What does the
analysis of the social impacts of immigration on information you have tell you about the problems
their community or region by annotating a map

218
 that people in these locations are likely to smaller settlements are clustered around a
experience? About their quality of life?” larger central place in a hexagonal pattern?
In what regions of the world would you find
Using spatial skills: Students can use field

Urban Patterns and Population Issues

examples that don’t conform to Christaller’s
study data that they have collected to construct
theory?”
a land-use map of their community. The map
can be used as a basis for comparing land uses Using spatial skills: Students can apply
in their community with those in other cities in Christaller’s central place theory to a selected
the world. region to identify different sizes of settlements

World Geography:
in a region and analyse their hierarchical and
B3.3 analyse interrelationships between the functional relationship to each other. In the
dominant function of ecumenes (e.g., govern- analysis, students should consider factors that
ment capital, resource centre, manufacturing centre, might challenge the hexagonal shape theory.
transportation node, tourist destination) and
their location and land-use patterns, in both B3.5 explain selected theories and models of
developed and developing countries urban structure (e.g., concentric zone, sector,
multiple nuclei, irregular pattern), and evaluate
Sample questions: “What land-use pattern is
their ability to explain the structure of selected
common to cities with a considerable number of
major cities in different parts of the world
manufacturing industries?” “Do resource-based
towns in developed and developing countries Sample questions: “How do different theories
have more similarities than differences?” “Why or models reflect the time when they were
are specialized industries often located together developed?” “Which of these theories works
in the same community?” “What characteristics best to explain land use in your community?”
are typical of single-industry towns?” “How does the physical environment alter the
applicability of the theory or model?” “How
B3.4 analyse the spatial distribution of urban does technology alter the way we use space
hierarchies in selected regions of the world in our community?” “How do we know that
CGU4M
(e.g., midwestern United States, the Greater a new theory or model is needed or that an
Toronto Area, Paris and the surrounding area, existing theory or model needs to be modified?”
Tokyo or Nagasaki and surrounding areas) “What criteria could be used to evaluate a new
Sample questions: “Are there anomalies that model or theory of urban land use?”
challenge the distribution pattern described in Using spatial skills: Students can make diagrams
Christaller’s central place theory, in which to support their analyses of models and theories.
Annotations can be added to maps of various
urban settlements to illustrate the application
of different models or theories.

SPATIAL ORGANIZATION OF ECUMENES

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 C. SUSTAINABILITY AND STEWARDSHIP
Grade 12, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Working towards Sustainability: analyse impacts of human activity and human settlements on
the environment, and assess the effectiveness of solutions to these impacts in selected ecumenes
(FOCUS ON: Spatial Significance; Geographic Perspective)
C2. Stewardship: assess ways in which stewardship practices can contribute to the sustainability of
human settlements (FOCUS ON: Interrelationships; Geographic Perspective)
C3. Modifying the Environment: describe ways in which human societies modify their local
environments in order to meet economic, social, political, and other needs, and assess the effects
of these modifications on sustainability (FOCUS ON: Spatial Significance; Geographic Perspective)

SPECIFIC EXPECTATIONS
C1. Working towards Sustainability different parts of the world, and what are some
of the steps that governments have taken to
FOCUS ON: Spatial Significance; Geographic control the impacts?”
Perspective
C1.3 assess the effects of an ecumene’s natural
By the end of this course, students will: characteristics on the feasibility of various
options for reducing the human impact on
C1.1 analyse environmental impacts of large-scale
the environment (e.g., number of days of bright
migration on selected settlements
sunshine and feasibility of solar power, proximity
Sample questions: “How does a large influx to volcanoes and hot springs and feasibility of
of migrants affect resource consumption in geothermal power)
a community? What are the effects on waste
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

management and on water and air quality?”

“Why do these environmental issues have C2. Stewardship
the potential to become social, political, and
FOCUS ON: Interrelationships; Geographic Perspective
economic issues?” “How does the growth of
informal settlements such as shantytowns, By the end of this course, students will:
favelas, and barrios affect the local
environment?” C2.1 analyse the roles and responsibilities of
individuals, corporations, and governments in
C1.2 assess the effectiveness of various solutions ensuring the sustainability of communities
to environmental problems caused by human
Sample questions: “What examples of govern-
activities that affect areas of settlement
ment commitment to social well-being are
Sample questions: “What strategies have been evident in your community?” “What incentives
employed to cope with increased volumes do you know about that work to increase
of waste? What are their advantages and individual participation in green waste
disadvantages?” “Why would communities management programs?” “What social, political,
either import or export waste?” “What methods economic, or environmental arguments are
are currently used or under consideration for used to support or oppose the privatization of
storing nuclear waste?” “Which option would water distribution in selected communities?”
pose less environmental risk for transporting oil “Should a corporation be willing to incur costs
through a specified area of settlement: pipelines related to environmental protection that put it at a
or rail tank cars?” “How does urban and agricul- disadvantage to its competitors? Do governments
tural runoff affect receiving water bodies in have a responsibility to create a level playing

220
 field with respect to the environmental obliga- social, and environmental sustainability of these
tions of businesses?” “Should governments regions (e.g., terrace farming in China, reclaimed
impose environmental taxes? Should we, as land in Toronto, diverted rivers in India, polders in

Urban Patterns and Population Issues

individuals, be willing to pay higher taxes the Netherlands)
to support sustainable communities?” “How
Sample questions: “How does the physical
much environmental risk are we willing to
environment limit the opportunities of this
accept in order to create or maintain jobs?”
region? How could the physical environment
be modified to reduce these limitations? How

World Geography:
C2.2 evaluate, through research, the effectiveness
would these modifications affect the sustaina-
of selected greening initiatives in urban
bility of the region? What kinds of compromises
communities (e.g., rooftop gardens, community
would be necessary to achieve the region’s
gardens, bike lanes, public transit improvements,
economic goals while ensuring its social and
alternative energy projects), and assess the
environmental sustainability?”
potential for implementing such initiatives
in their own community
C3.2 describe how populations in different parts
Sample questions: “What criteria can be used to of the world have modified their built and
measure the success of these initiatives?” “How natural environments to make them more
were communities persuaded to adopt these resilient to impacts from natural disasters
initiatives? What obstacles or barriers did these (e.g., hurricanes, earthquakes, floods, volcanoes)
initiatives face?” “Could any of these initiatives
Sample questions: “What kinds of modifications
be implemented in our own community? What
are commonly made to the built and natural
would the benefits be? Would any members
environments in areas that regularly experience
of the community be opposed? Why? How
hurricanes and flooding?” “How have structures
would the initiative be funded?” “How might
and natural features along the Yangtze River
a community garden unite a neighbourhood?”
been modified to control flooding?” “Why are
Using spatial skills: Students can construct people in economically poorer settlement areas
CGU4M
an annotated map of green initiatives in their more likely to be injured or killed, even in
community, explaining why projects are located moderate earthquakes, than people in wealthier
where they are and noting any barriers that areas?” “What kinds of modifications will be
may inhibit the success of these projects. needed in the future to adapt to climate change?”

C2.3 describe actions that individuals can take C3.3 describe how different cities/regions have
to contribute to the sustainability of their own modified their built and physical environments
communities in order to host a global event (e.g., FIFA World
Cup, Olympics, world fairs, Pan Am Games),
Sample questions: “How is community
and assess the impacts of these modifications
sustainability linked to personal behaviour?
on the economic, social, and environmental
What can you do to increase awareness of these
sustainability of these cities/regions
links in your community?” “What can you and
other individuals do to reduce your personal Sample questions: “What immediate impacts did
contributions to waste generation, energy the upgrading of British Columbia’s Sea-to-Sky
consumption, and water and air pollution?” Highway for the 2010 Winter Olympics and the
“How does buying locally contribute to the building of the highway to Sochi for the 2014
social, economic, and environmental sustaina- Olympics have on communities in the region
bility of your community?” “What could and on the environment? What benefits have
you and your fellow students do to make our these upgrades had since, and were they worth
school ‘greener’?” the cost?” “What use is now being made of
facilities constructed for Expo 67 in Montreal
and the 2008 Olympic Games in Beijing?”
SUSTAINABILITY AND STEWARDSHIP

C3. Modifying the Environment “Do such events contribute to the long-term
FOCUS ON: Spatial Significance; Geographic economic, social, and environmental sustaina-
bility of a region, or are there better ways of
Perspective
achieving sustainability objectives?”
By the end of this course, students will:

C3.1 describe how populations in different regions

have modified their physical environment to
improve economic productivity, and assess the
impacts of these modifications on the economic,

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 D. SYSTEMS: INTERDEPENDENCE
Grade 12, University/College Preparation

OF ECUMENES

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Policies and Change: analyse impacts of public opinion and policy on interactions within and
between ecumenes (FOCUS ON: Patterns and Trends; Interrelationships)
D2. Population Change and Migration: analyse impacts of population change and migration on the
social characteristics and built environment of cities (FOCUS ON: Patterns and Trends; Interrelationships)
D3. Challenges of Interdependence: analyse the effects of international assistance and formal and
informal international economic activity on quality of life in developed and developing countries
(FOCUS ON: Interrelationships; Geographic Perspective)

SPECIFIC EXPECTATIONS
D1. Policies and Change D1.3 analyse the influence of past policies and
historical attitudes on instances of conflict or
FOCUS ON: Patterns and Trends; Interrelationships cooperation in selected ecumenes
By the end of this course, students will: Sample questions: “How did issues relating to
land claims and land use contribute to violent
D1.1 analyse the influence of different points of conflict in Caledonia, Ontario?” “How did the
view and self-interest on conflicts over local racial policies of the Belgian colonial adminis-
urban issues tration in the 1930s contribute to the genocide
Sample questions: “What does NIMBY mean? in Rwanda in 1994?”
Should the interests of a neighbourhood take
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

precedence over those of the larger community?

Why or why not?” “How would you expect the
D2. Population Change and Migration
following people to respond to the news that FOCUS ON: Patterns and Trends; Interrelationships
a halfway house is to be located in their neigh-
bourhood: a parent of small children, a pastor, By the end of this course, students will:
a senior? Why?” “Why might local residents be
opposed to building a new subway station in D2.1 analyse impacts of population movements
their community?” “Who might oppose the on cultural diversity and social interaction in
redevelopment of local brownfields?” urban areas
Sample questions: “How has the number of
D1.2 investigate impacts on selected ecumenes status Indians living in urban areas changed in
of globalization and related trade policies and comparison with the number living on reserves?
corporate activities What are some of the challenges that have arisen
Sample questions: “How does the outsourcing as a result of this change?” “How has recent
of manufacturing and services from one country migration from Asia altered Vancouver’s
to another affect ecumenes in both countries?” Chinatown?” “How do cultural communities
“How can international trade policies and encourage inclusion through events such as
corporate actions influence disparities within Mardi Gras in Sydney, Australia, Toronto’s
or between ecumenes?” “How does globalization Caribbean Carnival, and Kitchener-Waterloo’s
play a role in creating both ‘slums of hope’ and Oktoberfest?”
‘slums of despair’?” Using spatial skills: Flow maps can be useful
for identifying patterns in population

222
 movements. Graphs of various kinds can help D2.5 analyse changes in urban growth in selected
students identify and compare population regions throughout the world, and assess impacts
patterns, changes, and trends. of these changes

Urban Patterns and Population Issues

Sample questions: “How have rates of urbaniz-
D2.2 evaluate the capacity of a community’s
ation differed over time and from one place to
infrastructure and services (e.g., transit, water,
another?” “Why are rates of urbanization
sanitation, housing, education, health care) to
changing faster in some countries or regions
accommodate population growth
than in others?” “How well are different cities

World Geography:
Sample questions: “What criteria could be used coping with their current rate of change?” “How
to determine when a new school should be quickly is the rural/urban interface changing in
built? How do communities determine school a community near you?” “Should immigration
locations?” “What is a reasonable amount policies be used to encourage urbanization? Why
of time to wait for public transit in different or why not?” “What impacts do uncontrolled
sizes of communities?” “Why do house prices migrations have on human settlements?”
vary so much from one ecumene to another?”
Using spatial skills: Students can support their
“How should communities plan for population
investigations of urbanization trends by adding
growth?”
text annotations and graphs to a base map of
the region they have selected. Line graphs can
D2.3 analyse impacts of different types of
indicate trends in population size over time.
migration (e.g., voluntary, forced, seasonal) and
Circle graphs can show changes in population
other population changes (e.g., growth, decline,
composition. Relevant data can be obtained
aging) on social conditions and the physical
from migration and city population statistics.
resources of cities and other ecumenes
Sample questions: “How do a city’s services
and facilities change in response to an aging D3. Challenges of Interdependence
population?” “Why might some companies CGU4M
FOCUS ON: Interrelationships; Geographic Perspective
choose not to invest in cities whose populations
are getting older?” “How do cities respond to a By the end of this course, students will:
decline in population?” “How do communities
with economies based on new resource develop- D3.1 assess the effectiveness of various mechanisms
ment cope with a rapid intake of population?” that countries use to assist each other (e.g.,
“How do communities in both source and des- development aid, food aid, debt relief, disaster relief)
tination regions benefit from seasonal migration?
Sample questions: “Under what circumstances
What related challenges do they face?”
might developed countries receive aid from
Using spatial skills: Students can support other countries?” “Should food aid be used to
their investigations of the impacts of migration ensure long-term food security?” “Who benefits
on both source and destination regions by most from food aid?” “What is the most effective
annotating a population base map with infor- kind of aid for assisting victims of natural
mation about the ethnic backgrounds and other disasters?” “How can debt forgiveness help
characteristics of incoming populations. Relevant the development of an African nation?”
information can be obtained from census data
and immigration and emigration statistics. D3.2 analyse the impact of transnational criminal
activities and informal economies (e.g., black
D2.4 describe impacts of population diversity on markets, grey markets) on residents in developed
countries that are major immigration destina- and developing countries SYSTEMS: INTERDEPENDENCE OF ECUMENES
tions, and analyse policies for managing these
Sample questions: “How does human trafficking
impacts in selected countries (e.g., Denmark,
connect the world?” “For what reason are
France, Japan, Australia, United States, Canada)
humans trafficked?” “How are the following
Sample questions: “Why do large cities have connected to informal economies: undocumented
ethnic neighbourhoods?” “How does diversity migrants, sweatshops, drug trade, prostitution?”
affect the liveability of a city?” “Which developed “What challenges do governments have when
countries are the least diverse? Do they tend to working to shut down black-market activities?”
have the most restrictive immigration policies?” “How does the relationship between those who
“How do countries with more open immigration are consumers of black-market products and
policies try to manage the impacts of diversity? those who are producers, or even products
What services do they provide to new immi- (e.g., victims of human trafficking), demonstrate
grants? What protections do they offer?” an imbalance of power?”

223
 D3.3 analyse impacts of consumerism in developed for their consumption?” “How do developing
countries on ecumenes in developing countries countries benefit from trade relations with
Grade 12, University/College Preparation

(e.g., economic growth and job creation, increased developed countries? How can they build
resource consumption and pollution, migration to on those benefits while reducing the negative
cities and the rise of informal settlements, greater impacts that they have experienced?”
potential for exploitation of labour as a result of
Using spatial skills: To support their investiga-
demand for low-cost production)
tions of links between consumerism and living
Sample questions: “How are food supplies conditions in developing countries, students
maintained when large numbers of people can compare world thematic maps showing the
abandon farming in order to work in factories number of computers per 100 inhabitants in each
in cities?” “What responsibility do corporations country and the amount of electronic waste
that contract manufacturing work to factories exported and imported by each country. They
in developing countries have to protect natural can then add additional map layers showing
environments and workers’ rights in these socio-economic data, such as number of
countries?” “How does child labour affect televisions per capita, number of doctors
communities in developing countries?” “What per 1,000 people, average years of schooling,
can consumers in Canada do to prevent the use and caloric intake to make inferences about
of child labour or protect the rights of adult linkages between consumption in developed
workers in foreign factories that produce goods countries and quality of life in developing
countries.
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224
E. CHANGING ECUMENES

Urban Patterns and Population Issues

OVERALL EXPECTATIONS
By the end of this course, students will:

World Geography:
E1. Quality of Urban Life: analyse interrelationships between urban environments and quality of life
(FOCUS ON: Spatial Significance; Interrelationships)
E2. Analysis of Solutions: assess from a geographic perspective the effectiveness of solutions to issues
affecting the built environment (FOCUS ON: Interrelationships; Geographic Perspective)

SPECIFIC EXPECTATIONS
E1. Quality of Urban Life residents?” “What strategies do planners use
to protect and enhance the quality of life in a
FOCUS ON: Spatial Significance; Interrelationships city?” “What factors need to be considered in a
green-space plan if it is to improve the quality
By the end of this course, students will:
of life of everyone in a community?” “How do
E1.1 analyse factors affecting quality of life in planners accommodate growth while limiting
urban environments generally and in selected urban sprawl?” “What role does a city’s official CGU4M
communities (e.g., water, sanitation, energy, and plan play in its development?”
transportation infrastructure; educational, cultural, Using spatial skills: To support their analyses
and recreational facilities; health care services; of the quality of life in built environments,
housing; employment; population density; security) students can use annotated maps of two urban
Sample questions: “What influence does the communities of similar size to compare features
built environment have on our quality of life?” that affect quality of life, such as schools, hospi-
“What services are most important for main- tals, transportation infrastructure, public green
taining an acceptable quality of life? What spaces, libraries and other cultural facilities,
services enhance the quality of life in urban and sports and recreation facilities.
communities?” “Why do people move from the
countryside to cities? Why do people move E1.3 analyse factors affecting the quality of life in
from cities to suburbs?” “What are the negative slums (e.g., population density; types of building
effects of high population density? In what ways materials available; the state of infrastructure,
does high population density help to enhance including the type of water supply and the avail-
quality of life? How does urban sprawl affect ability of facilities for waste and sewage treatment
quality of life?” “How does the decay of a city and disposal; access to medical care and education;
core affect the quality of life of core residents?” the existence of class, racial, and other forms of
“Does the selected community provide sufficient discrimination)
services for the population? Does it provide Sample questions: “Is quality of life necessarily
ample opportunity for employment? How tied to wealth?” “What is the difference between
would you improve the quality of life in this a ‘slum of hope’ and a ‘slum of despair’? What
community?” factors determine whether a slum will become
a slum of hope or a slum of despair? “Could a
E1.2 assess the role of planning (e.g., land-use slum of despair become a slum of hope? What
planning, infrastructure planning, green- and could cause a slum of hope to become a slum of
open-space planning, transportation flow planning) despair?” “How do surrounding areas respond
CHANGING ECUMENES

in maintaining and enhancing the quality of life to the presence of slums?” “What can be done
in urban communities to improve the quality of life in slums?” “Has
Sample questions: “Who is responsible for globalization affected the quality of life in slums?”
planning for quality of life?” “How can land-use
decisions affect the quality of life of urban

225
 E2. Analysis of Solutions E2.2 assess, from a geographic perspective, the
effectiveness of a selected megaproject as a
FOCUS ON: Interrelationships; Geographic Perspective
Grade 12, University/College Preparation

solution to a local, regional, or national infra-

structure need (e.g., the Three Gorges Dam in
By the end of this course, students will:
China; the James Bay Project in Quebec; the Aswan
E2.1 analyse policy responses to social and Dam in Egypt; the Big Dig in Boston; an Olympic
economic challenges in selected ecumenes site such as Beijing, Vancouver, London, or Sochi;
(e.g., crime, poverty, loss of an economic base, the Mose flood barrier project in Venice)
land redistribution, urban renewal) Sample questions: “Are the benefits of the
Sample questions: “How did Elliott Lake project worth the costs?” “What criteria can be
respond to the loss of its major industry? used to determine the success of a megaproject?”
How successful has it been in transforming “If the benefits of the project are enjoyed mostly
its economic base?” “Why has South Africa outside of the ecumene in which it was built,
renamed a number of communities, streets, and can it still be considered a success?”
public buildings since the demise of apartheid?
How have different groups in the country
responded?” “Have farmland redistribution
programs been successful in Zimbabwe?” “How
is Argentina’s Social Housing Foundation
attempting to improve living conditions for
slum residents in Buenos Aires?” “Why would
a community support a safe injection site?”
“How can food banks improve the quality
of life for all residents of the community?”
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226
The Environment and Resource
Management, Grade 12
University/College Preparation CGR4M

This course investigates interactions between natural and human systems, with a particular
emphasis on the impacts of human activity on ecosystems and natural processes. Students
will use the geographic inquiry process, apply the concepts of geographic thinking, and
employ a variety of spatial skills and technologies to analyse these impacts and propose
ways of reducing them. In the course of their investigations, they will assess resource
management and sustainability practices, as well as related government policies and
international accords. They will also consider questions of individual responsibility
and environmental stewardship as they explore ways of developing a more sustainable
relationship with the environment.

Prerequisite: Any university, university/college, or college preparation course in

Canadian and world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating issues related to the environment and the management of natural
resources

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify careers in which a background in
geography might be an asset
(continued)

227
 Overview (continued)
Grade 12, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization

B1. Protecting Species and Spaces: assess various Not all strategies are What might happen if
strategies used for protecting natural spaces and effective in protecting relationships within
species, locally, nationally, and globally (FOCUS ON: endangered spaces ecosystems or between
Spatial Significance; Interrelationships) and species. the earth’s spheres and
ecosystems were
B2. Human Impacts: assess impacts of human Humans have had, and
disturbed?
population settlement on natural spaces and species continue to have, a direct
(FOCUS ON: Interrelationships; Geographic Perspective) impact on the natural Why do solutions to many
environment. environmental protection
issues require international
B3. The Earth’s Ecosystems: analyse relationships Interrelationships within
strategies?
between the spheres of the earth and the characteristics ecosystems and between
of ecosystems (FOCUS ON: Spatial Significance; the earth’s spheres and What kinds of barriers limit
Interrelationships) ecosystems support the effectiveness of
life on Earth. protection strategies?

How do you measure the

impact that humans have
on a natural environment?

C. Sustainability and Stewardship of Natural Resources

C1. Policies and Strategies: analyse the roles and Countries and companies How do stakeholders work
contributions of individuals, governments, and must work together in together to develop
organizations with respect to the sustainable order to manage natural international policies or
management of the world’s natural resources (FOCUS resources sustainably. strategies that will help
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

ON: Interrelationships; Geographic Perspective) manage shared resources

effectively?
C2. Development of Natural Resources: analyse Natural resource
impacts of resource development on the natural and development can have How might competing
human environment, and assess ways of managing social, economic, political, interests and ideas affect
resource development sustainably (FOCUS ON: and environmental the ability to develop a
Interrelationships; Geographic Perspective) consequences. resource sustainably?
What strategies are
C3. Availability and Use of Natural Resources: assess The spatial distribution
needed to mitigate a
the availability of various natural resources, and analyse of natural resources often
possible conflict?
factors affecting their exploitation and use (FOCUS ON: determines how they are
Spatial Significance; Patterns and Trends) developed and used. Why does the method of
resource development
depend on where the
resource is located? What
risks are associated with
that method of extraction
or harvesting, and what
risks are specific to that
location?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

228
 The Environment and Resource Management
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Ecological Systems: Interconnections and Interdependence

D1. Reducing Pollution: analyse challenges involved in Governments, companies, Should the reduction
reducing pollution from human activities, and assess the and individuals must work of pollution be a top
effectiveness of various methods of pollution reduction together to reduce priority for all levels of
(FOCUS ON: Interrelationships; Geographic Perspective) pollution. government?

D2. Impacts of Pollution: evaluate impacts of various Pollution affects the Why does local pollution
types of pollution on the natural environment and environment and human often have regional or
on human health (FOCUS ON: Patterns and Trends; health in many different global impacts?
Interrelationships) and sometimes
unexpected ways. Why, if we know that our
actions and choices harm
D3. Ecological Processes: describe key ecological and Human activity affects the environment, do we
biological processes, and explain how they are affected the earth’s ecological continue to do what we
by human activities (FOCUS ON: Spatial Significance; processes directly and are doing?
Interrelationships) indirectly. CGR4M
E. Community Action

E1. Developing Solutions: assess a variety of strategies Solutions must come from Who, in the end, is
for resolving environmental and natural resource individuals and all levels responsible for the
management issues, locally, nationally, and/or globally of government working protection of the
(FOCUS ON: Interrelationships; Geographic Perspective) together. environment?

E2. Community Land Use and Infrastructure: assess It is hard to balance How do our own choices
impacts of community land use and infrastructure on the needs, wants, and and actions affect the
humans and the natural environment, and assess ways actions of all people with environment?
of reducing these impacts (FOCUS ON: Spatial sustainable community
Significance; Interrelationships) development. Why would people
disagree about what
E3. Ecological Footprints: analyse impacts of various We all have a part to play strategies to use locally
human behaviours on the natural environment, and in reducing our impact on to reduce human impacts
assess the role of behaviour, ethics, and technology in the environment. on the environment?
reducing these impacts (FOCUS ON: Patterns and Trends;
Geographic Perspective) How should we balance
differing ideas, values,
and beliefs when trying
to lessen human impacts
on the environment?
OVERVIEW

229
 A. GEOGRAPHIC INQUIRY AND SKILL
Grade 12, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating issues related to the environment and the management of natural resources;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify careers in which a background in geography might
be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to
author, the expertise of the author, the accuracy
guide investigations into issues related to the
of the text and supporting data, the intended
environment and natural resource management
audience, the purpose of the messaging, the
(e.g., factual questions: Which gases are considered
context in which the information was presented)
greenhouse gases?; comparative questions:
Which open-pit rehabilitation strategies result Sample questions: “Whose point of view does
in the least amount of environmental damage?; this source represent? Is the source biased?”
causal questions: How might a trade agreement “What are the academic credentials of the
have an effect on the natural environment?) author(s)?” “Have you analysed enough
sources to understand the range of opinions
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant data and on the issue and the quality of the evidence
information on geographic issues from a available? Have you consulted sources that
variety of primary and secondary sources represent other points of view?” “Which source
(e.g., primary: raw data from fieldwork, both is most credible and why?”
quantitative and qualitative; photographs;
satellite images; secondary: published statistics, A1.4 interpret and analyse data and information
newspapers, books, atlases, geographic magazines, relevant to their investigations, using various
websites, graphs, charts, digital and print maps), tools, strategies, and approaches appropriate
ensuring that their sources represent a diverse for geographic inquiry (e.g., interpret diagrams
range of perspectives illustrating the flow of leachate from waste sites;
analyse graphs and charts of climate data to
Sample questions: “How might you use data
determine trends in global temperature; use decision-
on stream flow and sedimentation depth over
making templates to analyse points of view on
time to determine the impact of a dam or pier?
an issue related to alternative energy sources; use
Where might you find this data and informa-
graphic organizers to compare various perspectives
tion?” “What type of data and information do
on agricultural practices and/or wildlife culling)
you need to collect in order to assess the impact
of a clear-cut forest harvest on a particular Sample questions: “What type of graphic
region?” “What types of maps and graphs organizer would you use to help analyse the
will help you analyse vegetation type or heat environmental impact of offshore production on
emissions from an industrial source?” both the producing country and the consuming
country?” “What types of information might

230
 you use as a data layer in a geographic infor- points of view about the exploitation of the Alberta

The Environment and Resource Management

mation system (GIS) to analyse which regions oil sands or another natural resource in Canada;
of the world have the highest production of a webcast or podcast for the general public on
greenhouse gases?” “What might explain the strategies for managing electronic waste; a photo
trend you have identified? Are there any other essay for a local community group to promote
factors that might have influenced it?” environmental stewardship within the community
and illustrate its potential benefits)
A1.5 use the concepts of geographic thinking
(i.e., spatial significance, patterns and trends, Sample questions: “What kind of information
interrelationships, geographic perspective) when does your audience need? What do they already
analysing and evaluating data and information know? What opinions and concerns do they
and formulating conclusions and/or making already have? How much detail and how much
judgements about issues related to the environ- explanation do they need?” “What format and
ment and natural resource management (e.g., approach would be most effective in conveying
use the concept of spatial significance to analyse your information to this particular audience?”
the choice of location for an oil refinery; use the
A1.8 use accepted forms of documentation (e.g.,
concept of patterns and trends to analyse short- and
footnotes, author/date citations, reference lists,
long-term trends in population growth and the
bibliographies, annotated bibliographies, credits)
carrying capacity of urban centres; use the concept
to reference different types of sources (e.g.,
of interrelationships to determine ways in which
websites, blogs, books, articles, films, data)
various natural and human factors have contributed
to inequalities in the availability of potable water;
A1.9 use appropriate terminology when
use the concept of geographic perspective to analyse
communicating the results of their investiga-
the social, political, economic, and environmental
tions (e.g., vocabulary specific to their inquiry;
impacts of a change in land use)
terminology related to geography and to the
Sample questions: “How might the concept concepts of geographic thinking) CGR4M
of spatial significance help you determine
whether a particular land use is ‘environmentally
friendly’?” “How might an understanding of A2. Developing Transferable Skills
interrelationships guide your examination of
Throughout this course, students will:
the connections between consumption patterns
and the use of natural resources?” “How might A2.1 describe ways in which geographic investi-
an understanding of patterns and trends help gation can help them develop skills, including
you analyse the long-term impact of the melting spatial skills and the essential skills in the
of continental ice?” “How can geographic Ontario Skills Passport (e.g., reading graphic
perspective help you analyse the implications texts, writing, graphing, computer use, use of
of developing natural resources in areas spatial technologies, oral communication, numeracy,
inhabited by indigenous peoples?” decision making, planning, management, finding
information, problem solving), that can be
A1.6 evaluate and synthesize their findings to transferred to postsecondary opportunities,
formulate conclusions and/or make informed the world of work, and everyday life
judgements or predictions about the issues they
are investigating A2.2 apply in everyday contexts skills and work
Sample questions: “What does the evidence habits developed through geographic investi-
suggest is the most likely cause of species gation (e.g., use critical thinking, mapping, and
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
decline in this ecosystem? Do you need to graphing skills to analyse statistics and data in
qualify your conclusions in any way? Do trends order to deepen their understanding of a global
in the causal factors you have identified and in environmental issue; use listening skills to consider
species populations indicate how this issue will multiple perspectives when discussing an issue;
evolve in the future? Do your conclusions about use spatial skills to analyse relationships between
causal factors also suggest ways of reducing people and the natural environment; apply work
their impacts?” habits such as collaboration when working with a
team to determine criteria that need to be considered
A1.7 communicate their ideas, arguments, and when making a decision)
conclusions using various formats and styles,
as appropriate for the audience and purpose A2.3 apply the concepts of geographic thinking
(e.g., a debate for classmates on the use of water; when analysing current events involving
a video for a Grade 9 class showing different geographic issues (e.g., use the concept of spatial

231
 significance to analyse the impact of melting ice caps;
use the concept of patterns and trends to analyse
Grade 12, University/College Preparation

the distribution of specific atmospheric pollutants;

use the concept of interrelationships to analyse the
connection between chemicals found in mothers’
milk and the use of specific products; use the concept
of geographic perspective to analyse the impact of
a new development project on a community) in
order to enhance their understanding of these
issues and their role as informed citizens

A2.4 identify some careers in which a geography

background might be an asset (e.g., environ-
mental scientist, engineer, lawyer, or technician;
environmental consultant or coordinator for a
resource company; risk assessment specialist; land
surveyor; international aid worker; town planner;
environmental or natural resource policy adviser;
natural resource manager; civil engineer; geologist;
hydrologist; GIS technician; park administrator)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

232
B. SPATIAL ORGANIZATION

The Environment and Resource Management

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Protecting Species and Spaces: assess various strategies used for protecting natural spaces and
species, locally, nationally, and globally (FOCUS ON: Spatial Significance; Interrelationships)
B2. Human Impacts: assess impacts of human population settlement on natural spaces and species
(FOCUS ON: Interrelationships; Geographic Perspective)
B3. The Earth’s Ecosystems: analyse relationships between the spheres of the earth and the characteristics
of ecosystems (FOCUS ON: Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS
B1. Protecting Species and Spaces affect the agency’s or organization’s ability to
carry out its mandate?”
FOCUS ON: Spatial Significance; Interrelationships
B1.2 assess the role and effectiveness of various CGR4M
By the end of this course, students will:
strategies for protecting plant and animal species
B1.1 assess the role of government agencies, Sample questions: “What are some of the
voluntary organizations, and international different ways in which natural spaces can be
agencies (e.g., government agencies: Parks protected? How effective have these different
Canada, Ontario Parks, Conservation Authorities kinds of protection been, and what challenges
of Ontario; voluntary organizations: Britain’s might they face in the future?” “How does the
National Trust, Nature Conservancy of Canada; protection of spaces also help with the protection
international agencies: UNESCO, Global of species?” “What role do zoos play in protecting
Protected Areas Programme of the International animals?” “How might requiring licences for
Union for Conservation of Nature) in protecting hunting and fishing be considered a protection
spaces of natural and cultural significance strategy?” “How important are monitoring
Sample questions: “What are the benefits of activities and scientific studies for maintaining
protecting the boreal forest or coral reefs or species populations and protecting species
wetlands?” “What is the difference between at risk?” “How do organizations such as the
preserving and conserving natural spaces?” Committee on the Status of Endangered Wildlife
“Should mining or logging be allowed in national in Canada (COSEWIC) and the International
or provincial parks?” “What characteristics of Union for Conservation of Nature contribute
the Niagara Escarpment made it qualify for to the protection of species?”
inclusion in UNESCO’s World Network of
B1.3 compare Canada’s efforts to protect endan-
Biosphere Reserves?” “What role do conservation
gered spaces and species with those of another
authorities play within urban areas?” “Where
country
are fragile environments already protected by
limitations on human activity? Are there other Using spatial skills: Students can support their
environments that should be recognized as investigations of environmental protection
fragile or under threat?” “What are the organiz- measures in another country by constructing
ations or agencies that, in your opinion, play an annotated map highlighting designated
SPATIAL ORGANIZATION

the most important role in the protection of protection areas in that country. Labels can
natural and cultural spaces?” “Where does the be used for each area to provide details of the
funding come from to pay for an agency’s or spaces or species being protected and to note
organization’s expenses related to protecting any special protection measures that are in
spaces of natural and cultural significance? place. Photographs of the spaces or species
How do changes in funding or government being protected can be linked to the map.

233
 B2. Human Impacts Using spatial skills: Students can use a world
population base map and overlay various
FOCUS ON: Interrelationships; Geographic Perspective
Grade 12, University/College Preparation

ecosystem regions and components to identify

areas where ecosystems may be under direct
By the end of this course, students will: stress from settlement or exploitation by humans.
B2.1 analyse differences in the views that various
B2.4 describe ways in which non-native species
groups of people, including indigenous peoples,
can enter ecosystems, and evaluate the impact
hold about the natural environment
of an introduced or invasive species on an
Sample questions: “How do the environmental ecosystem (e.g., rabbits in Australia; predatory
beliefs of Aboriginal groups in Canada compare brown tree snakes on Guam; zebra mussels, purple
with those of indigenous peoples in other parts loosestrife, and Asian long-horned beetles in Canada;
of the world, such as the Maori of New Zealand giant rhubarb and grey squirrels in Ireland)
or the Masai of Kenya?” “Why is it important
Sample questions: “Why might people choose
to analyse the beliefs and values of different
to introduce a foreign species to an ecosystem?
groups towards the natural environment when
Who should be consulted about introducing a
investigating a proposal to open a new mine
foreign species?” “How might people inadver-
in northern Ontario? Why might these groups’
tently introduce foreign species to an ecosystem?”
attitudes and ideas differ? Which groups and
“Why is the Great Lakes Region vulnerable to
stakeholders would you need to research?”
invasive species?” “What conditions are needed
B2.2 describe ways in which human settlement and for a non-native species to survive in a new
modifications of the natural landscape affect environment? What conditions allow it to become
the environment (e.g., loss of vegetation and a dominant component of the ecosystem? How
related impacts on air quality, loss or fragmentation does its presence change other relationships
of habitat, changes in predator/prey relationships) within the ecosystem? What species are threat-
ened by its presence in the ecosystem?”
Sample questions: “In what ways do humans
modify natural landscapes? What are the costs Using spatial skills: Students can create a
and benefits of these modifications? Do humans global overview of invasive species problems
have the right to modify the environment to suit by constructing maps highlighting countries
their needs?” “How can landscape modifications in various parts of the world that have major
contribute to the resilience and survival of concerns with invasive species and annotating
species?” “What are the environmental implica- details such as the species of concern in each
tions of some current urban development country, their regions of origin, their mode
activities in our local area?” of introduction, and their impacts on local
ecosystems.
Using spatial skills: As a basis for their
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

investigations of human impacts on the local

environment, students can conduct a field B3. The Earth’s Ecosystems
study of a local wetland to identify the main
FOCUS ON: Spatial Significance; Interrelationships
plant and animal species that it supports. The
results can be recorded on a thematic map and By the end of this course, students will:
used to determine the potential impacts if the
wetland were to be developed for human use. B3.1 describe the characteristics of the earth’s
The field study could also be used as a starting spheres (e.g., biosphere, lithosphere, hydrosphere,
point for an examination of the environmental atmosphere), and explain how interactions
assessment process. between them support life

B2.3 identify factors that contribute to the survival Sample questions: “How is the biosphere
of a species within an ecosystem (e.g., genetic dependent on the lithosphere, hydrosphere,
characteristics, availability of habitat, population and atmosphere for the basic necessities of life?”
size), and explain why selected species through- “How do climate and soil conditions affect the
out the world are at risk from encroaching type of life that can exist in a region? How do
human populations interactions between the atmosphere and
hydrosphere affect regional climates, and how
Sample questions: “In what regions of the do they affect the creation of soils?” “How do
world are plant and animal species most at processes within the biosphere affect the other
risk? Why?” “Why are some species more at spheres and their ability to support life?” “What
risk than others? What are the various categories challenges do humans face in trying to simulate
used to indicate whether a plant or animal may the functions of the earth’s spheres in order
be at risk of extinction?” to create an artificial life system that will

234
 allow humans to thrive outside the earth’s B3.3 explain how interactions between the

The Environment and Resource Management

atmosphere?” components of an ecosystem (e.g., biotic com-
ponents such as primary producers, consumers,
B3.2 explain the influence of physical factors and decomposers; abiotic components such as climate
(e.g., climate, sunlight, soils, topography) on the and soils) contribute to its characteristics and
characteristics of various ecosystems (e.g., boreal affect its stability
forest, desert, tundra, savannah, rainforest), and
Sample questions: “How do soil conditions
analyse the relationship between the system’s
determine the type of vegetation found in an
characteristics and the abundance and variety
ecosystem? How do decomposers contribute to
of life that it supports
soil production?” “How do predators contribute
Sample questions: “How does the shape of the to the stability of ecosystems?” “How might
earth influence the characteristics of various the loss of sea ice and sea-ice algae as a result
ecosystems?” “Should humans be considered of climate change affect seal and polar bear
components of ecosystems? Why or why not?” populations in the Arctic?” “How would African
“Why do some ecosystems support a much savannahs change if elephants were no longer
greater abundance and diversity of life than part of the ecosystem?”
others? How do the abundance and diversity
of plant life in an ecosystem determine the B3.4 explain how and why ecosystems change
amount of animal life it can support?” “What over time
accounts for the diversity of life in a coral reef Sample questions: “What do we mean by
ecosystem?” “How does the vertical structure of primary succession and secondary succession?”
a tropical rainforest contribute to biodiversity? “What can cause an ecosystem to change?”
Why do most organisms in a rainforest live in “What role does a forest fire play in the regener-
the tree canopy?” “What are some of the ways ation of forest ecology?” “How does a volcanic
in which plants and animals have adapted to landscape become repopulated with flora and
the heat and dryness of hot deserts? How have fauna?” CGR4M
they adapted to the extreme cold of cold deserts,
such as Canada’s Arctic?” “Why are some
ecosystems more fragile than others?”

SPATIAL ORGANIZATION

235
 C. SUSTAINABILITY AND STEWARDSHIP
Grade 12, University/College Preparation

OF NATURAL RESOURCES

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Policies and Strategies: analyse the roles and contributions of individuals, governments, and
organizations with respect to the sustainable management of the world’s natural resources
(FOCUS ON: Interrelationships; Geographic Perspective)
C2. Development of Natural Resources: analyse impacts of resource development on the natural and
human environment, and assess ways of managing resource development sustainably (FOCUS ON:
Interrelationships; Geographic Perspective)
C3. Availability and Use of Natural Resources: assess the availability of various natural resources,
and analyse factors affecting their exploitation and use (FOCUS ON: Spatial Significance; Patterns
and Trends)

SPECIFIC EXPECTATIONS
C1. Policies and Strategies Sample questions: “Who owns common natural
resources that flow between or across political
FOCUS ON: Interrelationships; Geographic Perspective boundaries?” “Why is international cooperation
necessary to resolve issues relating to the global
By the end of this course, students will:
commons?” “Should fresh water be considered
C1.1 describe policies and strategies used in a commodity to be bought and sold, or should
various countries to manage natural resources access to it be declared a fundamental human
sustainably, and compare the levels of success right?” “Should developing countries be held to
the same environmental standards as developed
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of different countries in implementing selected

sustainability options countries, if doing so will impede their economic
growth and their ability to improve their standard
Sample questions: “Why might some countries, of living? Why or why not? Should new indus-
such as Sweden, be more interested than others trial powers such as China and India make
in implementing sustainable forestry manage- binding commitments to reduce greenhouse
ment guidelines and practices?” “Why might gas emissions?” “Can Canada and the United
alternative energy options that have been States contribute effectively to international
implemented successfully in some countries efforts to reduce greenhouse gas emissions if
and regions be less effective in others? What, they are not parties to the Kyoto Protocol?”
in your opinion, are the best alternative energy “Why was the Montreal Protocol successful
options for your area?” “What are some of in reducing the use of CFCs?” “Do you think
the methods that various countries have imple- the Antarctic Treaty will be successful in
mented to provide fresh drinking water for protecting the continent from future resource
their populations and manage water use?” development?”

C1.2 analyse issues related to the use and man- C1.3 evaluate the contributions of selected
agement of shared resources (e.g., common-pool individuals, environmental non-governmental
resources such as fish, water, the atmosphere, the organizations (ENGOs), and intergovernmental
oceans; boundary waters; rivers that pass through organizations (e.g., individuals: Garrett Hardin,
different political jurisdictions), and assess the Barry Commoner, Rachel Carson, David Suzuki;
role of intergovernmental organizations and ENGOs: Greenpeace, Sierra Club; intergovern-
agreements in resolving and managing these mental organizations: Brundtland Commission,
issues (e.g., International Joint Commission, Kyoto UNESCO, Intergovernmental Panel on Climate
Protocol, UN Convention on the Law of the Sea)

236
 Change [IPCC]) to creating awareness of and C2.2 analyse the environmental impacts of various

The Environment and Resource Management

implementing solutions for selected natural resource extraction activities (e.g., ecological
resource management issues impacts of clear-cutting and forest monocultures;
habitat disruption from pipeline construction, and
Sample questions: “What criteria might you
potential impacts of pipeline leakage on watersheds
use to determine the effectiveness of a particular
and climate; ecosystem destruction, impacts on
individual’s or group’s contribution?” “How does
fish, changes in sediment transport patterns, and
the role of an intergovernmental organization
increases in greenhouse gas emissions from damming
like the IPCC differ from that of an international
of waterways; impact of wind farms on migratory
ENGO like Greenpeace?” “How can social
birds; air and water pollution and destruction of
enterprises help to resolve environmental
natural landscapes resulting from mining), and
problems?”
assess options for making these activities more
sustainable
C1.4 analyse Canada’s contribution to international
efforts to resolve selected global environmental Sample questions: “What incentives do industries
or resource management issues have to minimize the environmental impacts of
their activities?” “What are some of the solutions
Sample questions: “What was Canada’s role in
that various industries have applied to reduce
drafting and implementing one of the following
specific impacts from their activities? How
international accords: the Montreal Protocol on
effective have these been? How costly have
Substances that Deplete the Ozone Layer, the
they been to implement?” “If the current rate
Convention on the Control of Transboundary
of extraction is maintained, how likely is it
Movements of Hazardous Wastes and their
that we can continue to extract this resource?
Disposal (Basel Convention), the Convention
Could international pressure change the rate
on Biological Diversity, the Convention on
of extraction?”
International Trade in Endangered Species
of Wild Fauna and Flora? Why did Canada Using spatial skills: Students can use annotated
participate in the accord? What expertise might maps to plot the extent of the area affected by
CGR4M
Canada have provided to the drafters of the the BP oil spill in the Gulf of Mexico in 2010
accord? What were some of the laws and regu- and to document local impacts.
lations that Canada introduced or changed in
order to meet its obligations under the accord?” C2.3 compare the economic, cultural, and social
costs and benefits of selected resource develop-
ment projects for various individuals or groups
C2. Development of Natural Resources (e.g., indigenous peoples, businesses, farmers,
tourists)
FOCUS ON: Interrelationships; Geographic Perspective
Sample questions: “How might a person who
By the end of this course, students will: lives in a resource-based community and a
person who does not differ in their attitudes
C2.1 analyse competing points of view about a towards resource extraction?” “What health
natural resource development issue, using a concerns might a person living near this
geographic perspective development have?” “How might different

SUSTAINABILITY AND STEWARDSHIP OF NATURAL RESOURCES

Sample questions: “How do we, as a society, groups use the Ontario First Nations
make decisions about contentious resource- Environmental Assessment Toolkit when
development issues when there are strongly analysing an existing or proposed resource
competing interests and points of view?” development project?” “How does one measure
“What criteria should be used to determine the cost of displacing a community in order to
whose arguments should be given the most develop a resource? What were the social and
weight?” “What are the characteristics of a economic costs of displacing Cree communities
natural resource–based community? How does in northern Quebec to allow the development
the discovery of a natural resource affect the of the La Grande River power project or of
residents of a community and the community’s displacing more than a million people along
development? What happens to a resource- the Yangtze River to allow the development
dependent community when the resource is of the Three Gorges Dam project? What was
no longer profitable?” “What are the positions the balance of costs and benefits for the people
of various stakeholders on oil sands develop- displaced? What was the balance of costs and
ment (e.g., the oil companies; the Alberta, benefits for Quebec or China?” “How are
Saskatchewan, and federal governments; the indigenous people being affected by logging
community of Fort McMurray; Aboriginal activities in the Brazilian rainforest? What
communities along the Athabasca River; are the benefits and for whom? How might
environmentalists; consumers; foreign pharmaceutical companies seeking to develop
importers)?” new medicines be affected?”
237
 C2.4 analyse the potential environmental impacts C3.2 describe the spatial distribution of selected
of a selected resource-related project or activity natural resources, including fresh water, and
Grade 12, University/College Preparation

(e.g., dam construction, farming, groundwater assess the viability of developing these resources
extraction, water diversion, landfills, expansion in particular locations
of a conservation area, an oil sands project, a
Sample questions: “Why is the availability of
diamond mine), and assess the implications of
fresh water a concern when 75 per cent of the
these impacts for developing the project or
earth’s surface is water?” “How does the spatial
managing the activity sustainably
distribution of a natural resource influence the
Sample questions: “What criteria should be viability of developing it?” “What transportation
considered in an environmental assessment?” facilities would be needed to extract this resource
“What are some common environmental impacts and get it to market? What kind of technology
associated with farming? What options do would be needed to develop the resource in
farmers have for managing these impacts?” that location, and how expensive would the
development be?” “Why have the abundant
non-renewable resources of the Antarctic not
C3. Availability and Use of Natural been developed?” “Why has the boundary
Resources of the commercial forest in Canada shifted
FOCUS ON: Spatial Significance; Patterns and Trends
northward over time?”

By the end of this course, students will: C3.3 analyse global patterns and trends in the
availability and use of various fossil-fuel
C3.1 analyse the relationship between the avail- resources, and assess the implications for the
ability and use of different kinds of natural future development and use of fossil fuels
resources and the changing needs of human and other energy sources
populations Sample questions: “Does the location of the
Sample questions: “Are all natural resources of resource pose environmental risks, transportation
equal importance? What criteria would you use difficulties, or other problems? How might
to rate the importance of a natural resource to these affect decisions about developing the
humans?” “Which natural resources are the most resource?” “How has the decline of easily
in demand at this time? How do you predict accessible oil reserves and the need to tap
this might change?” “How might climate change resources in more difficult locations affected
affect the exploitation of oil and gas deposits the price of oil? How might higher oil prices
in the Beaufort Sea or metallic minerals in the encourage the development and use of alternative
Northwest Territories?” “How might a shortage energy sources or other fossil fuels?”
of natural resources such as copper or oil affect Using spatial skills: Students can identify areas
future industrial growth in China?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

where there are environmental or safety risks

Using spatial skills: Students can use a world from the transportation of fossil fuels by over-
base map with overlays showing the distribution laying a base map showing the location of coal,
of exploitable resources to illustrate the resource oil, and gas deposits with a map layer showing
assets of different countries. Different colours the routes taken to transport these resources
can be used to indicate different resource from source to market. Points of particular
categories, and depth of shading can be used environmental risk along these routes, such
to indicate the quantity of resources available. as rivers and lakes, can be identified, as can
Students can also construct maps illustrating populated areas that face a safety risk. Another
how changes in industrial needs over time have overlay could be created to show areas where
led to the development of new resources. fossil-fuel resources might be developed in
the future.

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D. ECOLOGICAL SYSTEMS:

The Environment and Resource Management

INTERCONNECTIONS AND
INTERDEPENDENCE

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Reducing Pollution: analyse challenges involved in reducing pollution from human activities, and
assess the effectiveness of various methods of pollution reduction (FOCUS ON: Interrelationships;
Geographic Perspective)
D2. Impacts of Pollution: evaluate impacts of various types of pollution on the natural environment
and on human health (FOCUS ON: Patterns and Trends; Interrelationships)
D3. Ecological Processes: describe key ecological and biological processes, and explain how they are
affected by human activities (FOCUS ON: Spatial Significance; Interrelationships)

CGR4M
SPECIFIC EXPECTATIONS
D1. Reducing Pollution as the Sydney Tar Ponds, when the company
that owned the facility no longer exists?” “How
FOCUS ON: Interrelationships; Geographic Perspective can we end our dependence on fossil fuels,
when they are crucial to the economy and a
By the end of this course, students will:
major source of jobs? How can we encourage a
D1.1 evaluate the effectiveness of selected strategies transition from fossil fuels to alternative energy
that have been used to reduce pollution from sources, such as wind and solar, when the
human activities (e.g., bans on the use of polluting alternatives are more expensive?” “Why might
chemicals, such as DDT or CFCs; reformulation of it be difficult to persuade some members of the
products to eliminate harmful ingredients, such as public to reduce their ecological footprints?”

ECOLOGICAL SYSTEMS: INTERCONNECTIONS AND INTERDEPENDENCE

phosphates in detergents; use of filtration devices,
such as stack scrubbers or catalytic converters, to D1.3 assess the economic implications of pollution
reduce pollutants in emissions; use of non-chemical reduction and other environmental protection
alternatives to aerosol sprays, pesticides, and other policies (e.g., job creation or reduction; savings in
products containing harmful chemicals) health costs; reduction of losses from damage to
crops, building materials, forests; costs of research,
Sample questions: “What are some ways of monitoring, enforcement, infrastructure changes)
protecting rivers and lakes from pollutants in
urban and agricultural runoff? What promotional Sample questions: “Does protection of the
strategies have urban centres used to reduce the environment always come at a cost to the
pollution of local water systems?” “Why should economy, and vice versa? What suggestions do
industrial companies include environmental you have for making environmental protection
factors in their research activities?” “How can we and economic development mutually beneficial?”
as individuals do our part to reduce pollution?”
“How are environmental laws enforced?”
D2. Impacts of Pollution
D1.2 analyse some of the challenges associated FOCUS ON: Patterns and Trends; Interrelationships
with reducing various types of pollution
By the end of this course, students will:
Sample questions: “Which is more difficult to
treat, point source pollution or non-point source D2.1 explain how changes affecting the natural
pollution, and why?” “Who pays for the cost of environment in one location (e.g., nuclear
decontaminating a disused industrial site, such accidents, acid precipitation, destruction of tropical

239
 rainforests, dumping of waste in the oceans, earth- on an annotated map. They can then use an
quakes, volcanic eruptions) may cause changes to analysis of the patterns on the map to support
Grade 12, University/College Preparation

the natural environment in other places around suggestions for global strategies to reduce
the world carbon dioxide emissions.
Sample questions: “Why did the eruption of
Mount Pinatubo in the Philippines in 1991 D3. Ecological Processes
affect weather conditions around the world
during the following year?” “Why would DDT FOCUS ON: Spatial Significance; Interrelationships
be found in mothers’ milk in Arctic commun-
ities even though DDT was never used there?” By the end of this course, students will:
“Why is the eradication of milkweed in Ontario
gardens and pastures a threat to monarch D3.1 describe how matter and energy flow through
butterflies in Mexico?” “Why is it wise to pay the lithosphere, atmosphere, hydrosphere, and
attention to water currents and flows when biosphere (e.g., through the carbon, nitrogen, and
choosing where to fish near a community?” hydrologic cycles; photosynthesis; radiation; transfers
of sensible and latent heat)
D2.2 describe different types of pollution (e.g., Sample questions: “How is your diet a product
in water: thermal pollution, biological and of solar energy? How is that energy transferred
chemical substances that deplete oxygen, bacteria, to your body?” “What role does lightning have
nutrients, heavy metals and toxic chemicals; in air: in the nitrogen cycle?” “How do greenhouse
particulates, ground-level ozone, heavy metals gases affect the flow of energy through the
and toxic chemicals, ozone-depleting substances, atmosphere? How does the hydrologic cycle
acidifying gases, carbon monoxide, greenhouse transfer heat energy from the earth’s surface to
gases; noise pollution; electromagnetic radiation the atmosphere?” “Why is an understanding of
pollution; light pollution) and their impacts nutrient cycles and energy flows important to
(e.g., water pollutants: health effects in fish our understanding of the natural environment?”
and fish-eating birds, animals, and humans;
Using spatial skills: Students can create flow
eutrophication; air pollutants: cardiorespiratory
diagrams to clarify their understanding of how
stress in humans, acidification of lakes, ozone
the various components of key life-sustaining
layer depletion, climate change; light pollution:
cycles interact.
fatalities among migratory birds, detrimental
confusion among sea turtle hatchlings), and
D3.2 identify various types and sources of
explain processes that affect the severity of
pollutants that affect or interact with the
some of these impacts (e.g., bioaccumulation
hydrologic cycle, and explain their impacts
and biomagnification, acid buffering)
on various components of the cycle
Sample questions: “How do case studies help
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Sample questions: “How do greenhouse gases

in assessing the possible effects of a pollutant?
and climate change affect the hydrologic
Why is it sometimes difficult to prove that a
cycle?” “What role does the hydrologic cycle
certain pollutant is the cause of the effects?”
play in the acidification of lakes?” “What are
“Why is the solution to pollution not dilution?”
some of the major pollutants that affect water
“What impacts does acid precipitation have on
quality in lakes and rivers, and how do they
plant and animal life in lakes? Why does acid
end up in the water?”
precipitation have a greater impact in the shield
regions of Canada and Russia than in other D3.3 explain how various human activities (e.g.,
geological areas?” “What cancers may be related burning of fossil fuels, deforestation) affect the
to environmental exposure to benzene?” “What carbon/oxygen cycle
role do air temperature and bright sunshine
play in the formation of ground-level ozone?” Sample questions: “Human activities account
“What is the relationship between poor air for only a very small part of the carbon in the
quality and respiratory problems?” “Why is carbon/oxygen cycle. Why do they have such
noise pollution difficult to monitor?” a large effect on the amount of carbon in the
atmosphere?” “How does deforestation increase
Using spatial skills: Students can construct the amount of carbon in the atmosphere?” “How
an annotated map identifying “hot spots” for much carbon from human sources do the oceans
various types of pollution and make links to absorb? Can they continue to absorb as much in
health concerns related to these areas. Students the future?”
can also use data on carbon dioxide emissions
by country to identify the twenty highest emitters
and can plot the location of these countries

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E. COMMUNITY ACTION

The Environment and Resource Management

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Developing Solutions: assess a variety of strategies for resolving environmental and natural
resource management issues, locally, nationally, and/or globally (FOCUS ON: Interrelationships;
Geographic Perspective)
E2. Community Land Use and Infrastructure: assess impacts of community land use and infrastructure
on humans and the natural environment, and assess ways of reducing these impacts (FOCUS ON:
Spatial Significance; Interrelationships)
E3. Ecological Footprints: analyse impacts of various human behaviours on the natural environment,
and assess the role of behaviour, ethics, and technology in reducing these impacts (FOCUS ON:
Patterns and Trends; Geographic Perspective)

SPECIFIC EXPECTATIONS
E1. Developing Solutions pricing, LEED certification; awareness initiatives, CGR4M
such as Earth Hour and environment days)
FOCUS ON: Interrelationships; Geographic Perspective
Sample questions: “What problems does this
By the end of this course, students will: initiative address? What strategies does it apply
to solve the problems? What results has it
E1.1 analyse the role of governments in protecting achieved?” “How can we encourage people to
the environment, locally, nationally, and globally become more effective environmental stewards?”
Sample questions: “Can solutions to environ-
mental problems be achieved voluntarily, or E1.3 analyse a local, national, or global environ-
do they require government legislation or mental issue and a range of possible solutions,
encouragement?” “Governments can pass and and create an action plan to address the issue
enforce laws to reduce pollution, but what are Sample questions: “What or who stands to
some other important ways in which they can benefit most from your plan of action?” “Can
act to protect the environment? How effective your action plan be implemented by one person,
can activities such as environmental research, or does it require many people working togeth-
monitoring, and public education be without er? What behaviours will people need to adopt
government participation? How can the tax or modify in order to make your action plan
system be used to encourage sustainability?” “Is work?” “Will you need political backing for
the Experimental Lakes Area a good investment your plan?”
of public funds?” “Do governments have an
obligation to provide the public with information
about the state of the environment?” “Should E2. Community Land Use and
Canada have an environmental bill of rights? Infrastructure
What might it include?” “What responsibilities
does each of the three levels of government in FOCUS ON: Spatial Significance; Interrelationships
Canada have for environmental protection?
By the end of this course, students will:
What components of the environment can be
protected only by international agreements?”
COMMUNITY ACTION

E2.1 analyse the impact of selected land uses

within and near communities (e.g., transportation
E1.2 assess the contribution to environmental corridors, residential areas, parks, agricultural
sustainability of selected locally implemented production) on humans and the natural
initiatives and personal choices (e.g., waste- environment
reduction initiatives, such as recycling, municipal
waste fees, bring-your-own-bag programs; energy- Sample questions: “How do residential buildings
conservation initiatives, such as time-of-use energy affect the natural environment? How does

241
 infilling affect the environment? Is there a E2.4 describe strategies for reducing the environ-
human cost to infilling?” “How are farm crops mental impacts of buildings and other structures
Grade 12, University/College Preparation

near a highway affected by vehicle emissions?” Sample questions: “How can the orientation of
“How do different types of farm crops, including a building help to save energy?” “What are some
genetically modified crops such as fruit trees strategies that you could use to reduce the
and corn, affect insects and birds? Why are these environmental impact of an existing structure?”
effects important?” “What are the potential costs
and benefits of extending a highway through a
wetland?” E3. Ecological Footprints
E2.2 analyse the advantages and disadvantages FOCUS ON: Patterns and Trends; Geographic
for humans and for natural systems of different Perspective
transportation and energy supply options at the
community level By the end of this course, students will:

Sample questions: “Which has more of an E3.1 assess the importance of behavioural and
impact on the environment, electric cars or ethical factors (e.g., reducing consumption, changing
traditional petroleum-powered vehicles?” personal activities to reduce one’s environmental
“What are the arguments for and against impact, giving priority to values such as environ-
bicycle lanes?” “How can people be encouraged mental sustainability and intergenerational equity
to use mass transit?” “What are the pros and in decision making) in reducing the human
cons of off-grid energy systems for the com- impact on the environment
munity and for the individuals using them?”
Sample questions: “What are our basic survival
“How might the decentralization of energy
needs? Are they the same for everyone? Why or
supply both promote and inhibit the adoption
why not? What do we need to enjoy a reasonable
of alternative energy systems? Which alternative
standard of living? Is this the same for everyone?
energy source is the most viable for where you
Why or why not?” “How do we persuade
live?”
people to adopt behaviours that reduce their
Using spatial skills: Community maps showing personal impact on the environment? Is it
transportation corridors can be analysed to possible to persuade people to support govern-
identify opportunities for developing enhanced ment policies that impose personal costs on them
transit networks that could reduce motor vehicle in the present in order to avoid environmental
use and related pollution emissions. harm in the future?” “How will our personal
decisions now affect the quality of life of our
E2.3 analyse issues related to the treatment and great-grandchildren?”
disposal of urban waste (e.g., domestic sewage,
stormwater runoff, household garbage, toxic waste), E3.2 describe various measurements of human
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and assess the advantages and disadvantages impact on the environment (e.g., water footprint,
of various treatment and disposal options carbon footprint, ecological footprint), and assess
(e.g., primary, secondary, and tertiary treatment their implications for the sustainable develop-
for sewage; constructed wetlands for stormwater; ment of human societies in the future
recycling, composting, incineration, use of landfills
Sample questions: “Does the world have
for garbage; high-temperature incineration, use of
enough natural resources to support a North
secure landfills for toxic waste)
American standard of living indefinitely for
Sample questions: “Should communities be everyone on the planet? Who determines what
allowed to ship their waste to other commun- a comfortable standard of living is? What is a
ities?” “What are some of the problems faced sustainable standard of living? Who decides
by cities with older sewer systems?” “What are this? How can we achieve a comfortable standard
some of the factors that determine the level of living for all while sustaining the planet’s
of sewage treatment a community should ability to support future generations? How
have?” “What are some of the challenges that would future development have to proceed
communities in permafrost regions face in in developed countries and in developing
providing safe drinking water and disposing countries in order for that to happen?”
of waste?”
Using spatial skills: Students can conduct a field E3.3 calculate an ecological footprint for themselves
study to explore how water and solid waste are or their class, based on their consumption of
treated in their community and identify areas resources and production of waste, and compare
of potential concern. Community maps showing it to the ecological footprints of people in other
utility pathways above and below ground can countries
assist them in their investigations. Sample questions: “What accounts for the
differences between your footprint and those
242
 of people in some other countries?” “What area

The Environment and Resource Management

of consumption had the greatest effect on your
footprint? How might you reduce this part of
your footprint?”

E3.4 assess the role of technology in changing

the impact that humans have on the natural
environment
Sample questions: “How have various techno-
logical developments, such as the steam engine,
the internal combustion engine, electric power
generation, and the personal computer, affected
our resource and energy needs and our resulting
impact on the environment?” “How might
technology help us reduce our impact on the
environment? What are some developing tech-
nologies that might help to reduce impacts in
areas such as climate change, forest harvesting,
sewage treatment, and air and water quality?”

CGR4M

COMMUNITY ACTION

243
Spatial Technologies in Action,
Grade 12
University/College Preparation CGO4M

This course provides a foundation for students who are considering a career involving
computer-based spatial technologies. Students will analyse and propose solutions to
real-life issues related to spatial organization, such as determining transportation routes,
appropriate locations for community services, or potential conservation and preservation
areas. Students will extend their ability to use geographic information systems (GIS), global
positioning systems (GPS), and remote sensing and to create maps, charts, and graphs.
Throughout the course, students will apply the concepts of geographic thinking and the
geographic inquiry process to investigate various issues related to spatial organization.

Prerequisite: Any university, university/college, or college preparation course in

Canadian and world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when conducting investigations using spatial technologies

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

245
 Overview (continued)
Grade 12, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization: Concepts and Processes

B1. Applying Spatial Technology Skills: demonstrate Spatial technologies How can you use
the ability to use a variety of spatial technologies to are essential tools for spatial technologies to
collect and analyse data, communicate the results of conducting geographic communicate the results
their investigations, and make decisions based on their inquiries. of an investigation?
analyses (FOCUS ON: Spatial Significance; Geographic
Why is it important to
Perspective)
use a variety of spatial
B2. Interpreting Spatial Data: interpret and analyse Spatial technologies allow technologies and related
data produced by a variety of spatial technologies people to analyse a wide data when analysing a
(FOCUS ON: Spatial Significance; Patterns and Trends) variety of visual and geographical issue?
numerical data.
What are the limitations
B3. Fundamentals of Spatial Organization: describe It is important to of spatial technologies?
and apply the fundamental components of spatial understand how various
organization used in a variety of spatial technologies spatial technologies and How do spatial
(FOCUS ON: Interrelationships; Geographic Perspective) related data can work technologies relate to
together. spatial organization?

C. Using Spatial Technologies to Support Sustainability

C1. Supporting Sustainable Environments: apply Spatial technologies are How might spatial
spatial technologies to assess and support the key tools in the analysis technologies help various
sustainable use of natural and human environments and assessment of issues communities and groups
(FOCUS ON: Spatial Significance; Geographic Perspective) related to sustainable use. assess issues related to
sustainability?
C2. Identifying Environmental Patterns and Trends: Spatial technologies are
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

apply, and explain the role of, spatial technologies in key tools in the analysis of Why is it important to use
analysing environmental patterns and trends and interactions between data and information from
making decisions related to sustainability (FOCUS ON: human activity and a number of different
Patterns and Trends; Interrelationships) physical features and spatial technology sources
processes. when analysing issues?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

246
 Spatial Technologies in Action
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Spatial Systems, Interconnections, and Interdependence

D1. Relationships between Systems: investigate and Interactions within and How can information and
analyse relationships and interactions within and between systems should data from various spatial
between physical and human systems, using a variety of be analysed in order to technologies be used for
spatial technologies (FOCUS ON: Spatial Significance; assess their impacts and risk assessment and
Interrelationships) possible risks. preparation?

D2. International and Social Implications: investigate The use of spatial Under what circumstances
and evaluate the role of spatial technologies in national technologies to collect might the use of spatial
and global security and safety, global communications, data and information is technologies be a source
and international cooperation (FOCUS ON: beneficial but also can be of disagreements or
Interrelationships; Geographic Perspective) ethically problematic. conflict?

D3. Global System Interactions: apply, and explain the Spatial technologies are How might two distinct
use of, spatial technologies to analyse the interactions key tools in the analysis of groups use spatial
between people, places, and issues at a global level global interactions. technologies for different CGO4M
(FOCUS ON: Patterns and Trends; Interrelationships) purposes?

What are the ethics of

data collection using
spatial technologies?

E. Dynamic Impacts within Communities

E1. Monitoring and Predicting Change: apply, and Spatial technologies allow What can you learn from
assess the use of, spatial technologies to monitor, model, people to study how and conducting a longitudinal
and predict change in human and physical environments why change occurs and to study of natural and
at the local, national, and global levels (FOCUS ON: use this understanding to human change at a local,
Spatial Significance; Patterns and Trends) make predictions. national, or global level?
Who might benefit from
E2. Development of Spatial Technologies: describe Spatial technology is
this information?
developments in spatial technologies over time and being used in almost
potential developments in the future, and analyse how every type of workplace. How do spatial
these developments affect the uses and users of these technologies aid in
technologies (FOCUS ON: Interrelationships; Geographic making predictions
Perspective) about future events
or disasters?

How have the purpose

and design of spatial
technologies changed
over time? Why have
these changes occurred?
OVERVIEW

247
 A. G
 EOGRAPHIC INQUIRY AND SKILL
Grade 12, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when conducting investigations using spatial technologies;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry the author’s point of view, the possible bias of the
author, the expertise of the author, the accuracy
Throughout this course, students will: of the text and supporting data, the intended
audience, the purpose of the messaging, the
A1.1 formulate different types of questions to
context in which the information was presented)
guide investigations using spatial technologies
(e.g., factual questions: How is vegetation health Sample questions: “What is the source of this
identified on an infrared photograph?; comparative map or photographic image? What biases might
questions: Which map scale is most effective this source have and how might they affect
for identifying a transportation route?; causal the map or image? Have you consulted other
questions: What factors might cause the loss or maps or images of the same place from a different
degradation of a GPS signal?) source or a slightly different time period? How
do they compare?”
A1.2 select and organize relevant data and infor-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

mation on geographic issues from a variety of A1.4 interpret and analyse data and information
primary and secondary sources (e.g., primary: relevant to their investigations, using various
raw data from fieldwork, both quantitative tools, strategies, and approaches appropriate
and qualitative; photographs; satellite images; for geographic inquiry (e.g., interpret data related
secondary: published statistics, newspapers, to the release of a specific pollutant from various
books, atlases, geographic magazines, websites, point sources; analyse navigational graphs and
graphs, charts, digital and print maps), ensuring charts for selected locations to determine the best
that their sources represent a diverse range of route for travel; use decision-making templates to
perspectives analyse points of view on an issue; use a graphic
organizer to outline the pros and cons of various
Sample questions: “How might you use quality of
map projections, and choose the best one for their
life indicators as layers on a GIS map to analyse
purposes)
poverty distribution patterns in different parts
of the world? Where might you find this data Sample questions: “What type of graphic
and information?” “What type of data and organizer would you use to help you interpret
information do you need to collect in order data gathered from a GPS?” “What data layers
to assess the impact of a tsunami on a specific and types of information might you include
country and people?” “What types of maps and when using GIS in order to analyse statistics
graphs will help you analyse the environmental on the various ethnic communities of a city?”
impact of an urban development project?”
A1.5 use the concepts of geographic thinking
A1.3 assess the credibility of sources and informa- (i.e., spatial significance, patterns and trends,
tion relevant to their investigations (e.g., by interrelationships, geographic perspective) when
considering how the data are constructed to support analysing and evaluating data and information,

248
 formulating conclusions, and making judge- Sample questions: “What kind of information
ments about issues they are investigating does your audience need?” “What symbols or
through the use of spatial technologies (e.g., use shading techniques would best communicate
the concept of spatial significance to analyse an the intended message?” “What format and
area of urban sprawl; use the concept of patterns approach would be most effective in conveying

Spatial Technologies in Action

and trends to analyse short- and long-term graphs your information to this particular audience?”
of ocean temperatures and determine how they
have changed over time; use the concept of inter- A1.8 use accepted forms of documentation (e.g.,
relationships to make correlations between urban footnotes, author/date citations, reference lists,
areas and ground-level ozone pollution or the bibliographies, annotated bibliographies, credits)
number of smog days in an area; use the concept of to reference different types of sources (e.g.,
geographic perspective to analyse social, political, websites, blogs, books, articles, films, data)
economic, and environmental impacts of the use
of GPS technology) A1.9 use appropriate terminology when
communicating the results of their investiga-
Sample questions: “How can an understanding tions (e.g., vocabulary specific to their inquiry;
of spatial significance help you when determining terminology related to geography and to the
where a natural area or green belt should be concepts of geographic thinking)
located?” “How might an understanding of
patterns and trends help you analyse the impact
on coastlines of increased precipitation in tem- A2. Developing Transferable Skills
perate zones?” “How might an understanding
of interrelationships guide your analysis of a Throughout this course, students will:
story map showing the connections among the
following: a product you buy, the company that A2.1 describe ways in which geographic investiga-
sells it, the resources used to make and dispose tion can help them develop skills, including
of it, and labour conditions in the company spatial skills and the essential skills in the CGO4M
that manufactures it?” “How can geographic Ontario Skills Passport (e.g., reading graphic
perspective help you identify data layers needed texts, writing, graphing, computer use, use of spatial
to analyse the impacts of globalization on technologies, oral communication, numeracy,
indigenous peoples?” decision making, planning, management, finding
information, problem solving), that can be
A1.6 evaluate and synthesize their findings to transferred to postsecondary opportunities,
formulate conclusions and/or make informed the world of work, and everyday life
judgements or predictions about the issues they
are investigating A2.2 apply in everyday contexts skills and
work habits developed through geographic
Sample questions: “What did you find out about investigation (e.g., ask questions to deepen their
the relationships among oil and gas pipeline understanding of a global issue; use quantitative
routes, land claims, and animal migration path- data to support an idea; use spatial skills to determine
ways? In what ways might these relationships relationships between regions of the world; apply
continue to be an issue in the future, such as if work habits such as collaboration to help them
migration pathways shift or new pipelines are make a decision)
laid? What conclusions can you draw about the
best locations for future pipeline routes?” A2.3 apply the concepts of geographic thinking
when analysing current events involving
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
A1.7 communicate their ideas, arguments, and geographic issues (e.g., use the concept of spatial
conclusions using various formats and styles, significance to analyse possible reasons for the
as appropriate for the audience and purpose extirpation or extinction of plant and animal
(e.g., a debate for classmates on the best scale interval species; use the concept of patterns and trends to
to use in constructing a map for a particular message; analyse when major earthquakes might occur on
a video for a Grade 9 class illustrating how colour the west coast of North America; use the concept of
is used on land-use maps and how shading is used interrelationships to analyse the connection between
on choropleth maps to communicate intended the percentage of potable water in an area and the
messages; a webcast or podcast for the general public prevalence in that area of diseases associated with
on secure data management strategies for GPS- sanitary conditions; use the concept of geographic
enabled devices such as cellphones; an annotated perspective to analyse the impact of climate change
map using photos illustrating the landmark features in various regions of the world) in order to
and points of interest for a particular site [city, enhance their understanding of these issues
conservation area, or park] to be used in the tourism and their role as informed citizens
industry)

249
 A2.4 identify some careers in which a geography
background might be an asset (e.g., cartographer,
Grade 12, University/College Preparation

border services officer, civil engineer, transportation

planner, emergency planning specialist, military
personnel, real estate agent, land surveyor, marketing
analyst, town planner, GIS technician)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

250
B. SPATIAL ORGANIZATION:
CONCEPTS AND PROCESSES

Spatial Technologies in Action

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Applying Spatial Technology Skills: demonstrate the ability to use a variety of spatial technologies
to collect and analyse data, communicate the results of their investigations, and make decisions
based on their analyses (FOCUS ON: Spatial Significance; Geographic Perspective)
B2. Interpreting Spatial Data: interpret and analyse data produced by a variety of spatial technologies
(FOCUS ON: Spatial Significance; Patterns and Trends)
B3. Fundamentals of Spatial Organization: describe and apply the fundamental components of spatial
organization used in a variety of spatial technologies (FOCUS ON: Interrelationships; Geographic
Perspective)

SPECIFIC EXPECTATIONS CGO4M

B1. Applying Spatial Technology Skills Using spatial skills: Students can query their
databases to request specific features or tabular
FOCUS ON: Spatial Significance; Geographic data to determine the best transportation route
Perspective for agricultural goods or the impact of disease
on local vegetation.
By the end of this course, students will:
B1.3 use spatial technologies to analyse geographic
B1.1 use a variety of spatial technologies to gather
case studies and make associated decisions
data through a field study or survey, code and
(e.g., determine the best route for a road or trail,
tabulate the data (e.g., by performing tasks such
the best location for a building, or the best place
as gathering data through GPS coordinates and
for a specific land use; determine the area of
attributes of points, lines, and polygons; buffering
impact of a physical phenomenon or disaster)
data; geocoding; georeferencing; creating new
spreadsheet fields; building attribute tables), and Sample questions: “What is the best route for a
interpret the results to identify patterns in the cycling, running, or snowmobile competition in
data your local area? How do you know?” “How large
are the deposits of a valuable natural resource
Using spatial skills: In a field study, students
in a particular country?” “How would traffic

SPATIAL ORGANIZATION: CONCEPTS AND PROCESSES

can measure wind velocity in an urban centre
flow be changed by adding a turning lane to a
and map the data in GIS to determine the pattern
particular street?” “What is the best route for a
and identify the areas that experience the greatest
recreational trail in an environmentally sensitive
wind chill. Students can use GPS to determine the
area?”
elevation parameters needed to level agricultural
fields in order to create an efficient irrigation
B1.4 construct a map that communicates qualitative
system.
and/or quantitative attribute data, using mapping
conventions (e.g., title, scale, legend, orientation)
B1.2 query spatial databases they have built (e.g.,
as appropriate
request specific features or tabular attributes) to
answer practical research questions Using spatial skills: Students can generate
maps in GIS using attribute values such as
Sample question: “Which features or tabular
physical data (e.g., climate, drainage features,
data would you need to request to determine
ecozones) and human data (e.g., population
the interrelationship between the demographics
density, ethnicity, voter turnout). Different
of a region and voter turnout?”

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 types of symbology (e.g., graduated colour, (e.g., small scale, large scale, linear scale, statement,
proportional symbols) and classification (e.g., representative fraction, number of pixels, map
Grade 12, University/College Preparation

natural breaks, equal intervals, quantiles) can resolution, spatial resolution) affect the degree
be added to a legend. Different scale intervals of clarity of a map or image
can be explored to determine the most mean- Sample question: “How does the number
ingful way to present the information. of pixels influence the clarity of an image at
various scales?”
B2. Interpreting Spatial Data
B3.2 explain direction as used in cartography,
FOCUS ON: Spatial Significance; Patterns and Trends GIS, remote sensing, and GPS, including, but
not limited to, the following concepts: true
By the end of this course, students will: north, magnetic north, grid directions, bearings,
azimuth, nadir, “look direction”, range, total
B2.1 interpret a variety of images (e.g., aerial field of view, and flight path
photographs, satellite images, web-based map
images) of different areas of the world, describing Sample questions: “How does the earth’s shape
observed spatial characteristics (e.g., tone, texture, affect the placement of the direction arrow on
shape, pattern, size, association, shadow) and a map?” “How do the earth’s lines of latitude
identifying physical and human features based relate to distance?” “Why is it important to
on direct observations or inferences understand the concept of a great circle route
when determining a flight path?”
Sample questions: “What is the difference
between observation and inference?” “How B3.3 apply the concept of location in cartography,
do you use inference when reviewing different GIS, remote sensing, and GPS, using geographic
types of images?” coordinates (e.g., latitude and longitude, the
Universal Transverse Mercator [UTM] system,
B2.2 interpret satellite images (e.g., remote sensing geodetic datum), geocoding (e.g., street address,
images, infrared images) and use their conclusions postal code), georeferencing, geocaching, routing,
to organize major features of the world (e.g., and triangulation and trilateration
mountain systems, vegetation belts, oceans) into
spatial regions B3.4 describe key concepts associated with
elevation in cartography (e.g., spot elevation,
B2.3 interpret a variety of maps (e.g., thematic, contour lines, shading and grading, benchmarks),
topographic), aerial photographs, and satellite GIS, remote sensing, land surveying, and
images to analyse patterns of physical and digital elevation models (DEMs)
human features
Sample question: “How do rivers, glaciers, B3.5 identify the properties and uses of different
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

trees, and buildings appear on a topographic types of map projections (e.g., azimuthal, conical,
map, an aerial photograph, and a satellite cylindrical, equal-area cylindrical, conformal,
remote sensing image?” gnomonic, stereographic, oblique)
Using spatial skills: Students can use different Sample questions: “How do different projections
types of base maps (e.g., topographic imagery, in GIS software affect the way in which various
terrain) in a GIS to explore and analyse the countries or continents are presented?” “Why
various ways in which physical landforms, would someone choose one projection over
drainage, vegetation and human patterns, another?”
transportation networks, and population Using spatial skills: Students can use GIS to
distribution may be represented (e.g., through compare the scale of distances between features
the use of contour lines, shading, colour). and the size of the total area for the same region
of the world using various map projections.
B3. Fundamentals of Spatial B3.6 describe various means of acquiring
Organization information and data about the earth’s surface
FOCUS ON: Interrelationships; Geographic Perspective using cartography, GIS, remote sensing, and
GPS (e.g., the process involving the energy source,
By the end of this course, students will: its structure, and the interactions with the atmosphere
and the target; the organization of the electromagnetic
B3.1 describe and calculate the ways in which spectrum, active versus passive sensing, types of
various types of scales and resolutions in platforms [satellites, airplanes, handheld cameras],
cartography, GIS, remote sensing, and GPS orientations of platforms [orbits, paths], types of

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 sensors [multispectral scanner, radar, digital camera],
receiving stations, manual and scanning digitization)
Sample questions: “What types of information
can be gathered using remote sensing? How
does that compare with other types of imaging

Spatial Technologies in Action

tools?” “In what circumstances might one use
lidar instead of radar?”

B3.7 explain the different types and characteristics

of data needed to create an image or construct
a map (e.g., types: analogue versus digital data,
sets of layers or themes, spatial versus non-spatial
data and the concept of attributes, qualitative
and quantitative data, raster versus vector data;
characteristics: accuracy; pixel value; the matrix
structure of an image versus points, lines, and
polygons of GIS; spectral signatures and spectral
reflectance curves such as histograms; various types
of image enhancements; classification techniques
such as supervised versus unsupervised data)

CGO4M

SPATIAL ORGANIZATION: CONCEPTS AND PROCESSES

253
 C. U
 SING SPATIAL TECHNOLOGIES
Grade 12, University/College Preparation

TO SUPPORT SUSTAINABILITY

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Supporting Sustainable Environments: apply spatial technologies to assess and support the
sustainable use of natural and human environments (FOCUS ON: Spatial Significance; Geographic
Perspective)
C2. Identifying Environmental Patterns and Trends: apply, and explain the role of, spatial technologies
in analysing environmental patterns and trends and making decisions related to sustainability
(FOCUS ON: Patterns and Trends; Interrelationships)

SPECIFIC EXPECTATIONS
C1. Supporting Sustainable show the most sustainable route for a hiking or
Environments cycling path, to show the best route for a road
through an environmentally sensitive region, to
FOCUS ON: Spatial Significance; Geographic determine the best location for infrastructure such
Perspective as a pipeline or power line, to show the impact of
increased human activity in a park)
By the end of this course, students will:
Sample questions: “How would you construct
C1.1 perform assessments of the natural environ- a map showing the impacts of increased human
ment (e.g., assessments of wildlife or of wetlands), activity on local, provincial, and national parks?”
using spatial technologies as appropriate, to “What information would you need to plan a
analyse sustainability sustainable hiking or cycling path using web-
based GIS, a digital elevation model [DEM], or
Sample questions: “Which spatial technologies
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

GPS?” “How might spatial technologies help in

would you use to do wildlife assessments such
planning and creating buffer zones near open
as determining the levels of fish stocks or tracking
pit mines, quarries, and tailing ponds?”
caribou migration patterns?” “How do spatial
technologies help to map and predict the extent Using spatial skills: Students can use GIS
of the following: an oil spill; the effect of disease to analyse information such as vector data
outbreaks on agricultural crops or forests; de- (points, lines, and polygons) and raster data
forestation and the effect of commercial logging (pixel images, satellite images, and aerial
operations?” “How might spatial technologies images) in order to create buffers or zones
help to map and monitor the destruction of delineating sensitive environmental areas.
wetlands?” Students can use a digital elevation model to
determine where best to situate a ski resort.
Using spatial skills: Students can use GIS
to explore data using time attributes to view
C1.3 assess issues of sustainability (e.g., environ-
changes in a characteristic for a given area, such
mental, social, economic, political issues) relating
as the change in carbon dioxide in the global
to First Nations, Métis, and Inuit peoples and
atmosphere over time or the change in forest
communities (e.g., issues relating to development
cover for a particular area. Students can use
projects such as the construction of hydroelectric
proximity and overlay tools in GIS to do a
dams, oil and gas extraction processes), using
susceptibility study to determine the likelihood
spatial technologies as appropriate
of changes to the natural environment such
as the spread of insects, or the likelihood of a Sample questions: “What data layers illustrate
natural disaster such as a forest fire or landslide. the impact on First Nations, Métis, and Inuit
communities of the decline of traditional food
C1.2 use spatial technologies to construct maps
to support sustainable human activities (e.g., to
254
 sources due to environmental degradation?” C2.2 analyse the changing relationships between
“How might land claim issues have an impact patterns of physical features and patterns of
on resource development?” “How does the use human activity (e.g., the relationship between the
of spatial technologies support groups using spatial distribution of arable land and the location
the First Nations Environmental Assessment of large urban settlements), and determine the

Spatial Technologies in Action

Toolkit?” “How might First Nations, Métis, and implications for sustainability, using spatial
Inuit communities be affected by water quality, technologies
garbage disposal, and sewage treatment issues?”
Sample questions: “How do spatial technologies
help to identify landscape features, the different
C2. Identifying Environmental Patterns processes of their formation, and their changes
and Trends over time?” “How do spatial technologies help
to assess the location of settlements in terms of
FOCUS ON: Patterns and Trends; Interrelationships sustainability?” “How do spatial technologies
help us assess the ways in which the necessity
By the end of this course, students will: of feeding growing populations is affecting the
environment?” “How do spatial technologies
C2.1 analyse interactions between specific physical aid in our understanding of issues around land
features and processes and human features and reclamation and the flooding of New Orleans
activities, and explore issues of sustainability during Hurricane Katrina? How can we identify
related to these interactions, using a variety of other reclaimed land that might be vulnerable
spatial technologies to flooding or other physical processes?”
Sample questions: “Where are landslides or
coastal erosion likely to occur? How might
human activity contribute to or mitigate these
hazards?” “How do spatial technologies help
detect and monitor forest-fire risk areas, water CGO4M
quality, invasion of foreign species, and dust
storms? How can this information be used to
increase sustainability?” “What data layers might
be used to illustrate how large recreational
facilities such as golf courses, ski runs, and
amusement parks might affect the use of prime
agricultural land nearby?”

USING SPATIAL TECHNOLOGIES TO SUPPORT SUSTAINABILITY

255
 D. SPATIAL SYSTEMS,
Grade 12, University/College Preparation

INTERCONNECTIONS, AND
INTERDEPENDENCE

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Relationships between Systems: investigate and analyse relationships and interactions within
and between physical and human systems, using a variety of spatial technologies (FOCUS ON: Spatial
Significance; Interrelationships)
D2. International and Social Implications: investigate and evaluate the role of spatial technologies
in national and global security and safety, global communications, and international cooperation
(FOCUS ON: Interrelationships; Geographic Perspective)
D3. Global System Interactions: apply, and explain the use of, spatial technologies to analyse
interactions between people, places, and issues at a global level (FOCUS ON: Patterns and Trends;
Interrelationships)

SPECIFIC EXPECTATIONS
D1. Relationships between Systems and processes that change the physical environ-
ment (e.g., tectonic forces, weathering and erosion,
FOCUS ON: Spatial Significance; Interrelationships rising sea levels, melting of glaciers, wind systems)
By the end of this course, students will: Sample questions: “How do spatial technologies
measure and monitor the extent of flooding and
D1.1 use spatial technologies to analyse and the physical impact on affected areas?” “How
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

illustrate specific relationships within and do spatial technologies track the paths and
between natural and human systems impacts of hurricanes, tornadoes, and other
Sample questions: “Is there a correlation major storms?” “What impact do changes in
between the locations where specific crops are glacial ice in mountain areas have on watersheds
grown and the amount of precipitation at those downstream?”
locations?” “What are the densely populated
areas that are most at risk for volcanic and/or D1.3 use a variety of spatial technologies to assess
seismic disaster?” “How does relief affect the potential risks and impacts of interactions
drainage systems?” between natural and human systems (e.g., risks
associated with using the fertile soil at the base of
Using spatial skills: Students can use GIS an active volcano for coffee plantations, the possible
to create queries to uncover and explore impacts of rising sea levels on specific urban centres,
relationships between various phenomena. the impact of melting sea ice in the Arctic on possible
For example, to create queries analysing where transportation routes)
to install solar panels, students could layer
spatial data with attribute data indicating the Sample questions: “How do spatial technologies
amount of sunlight needed to support the use map the frequency of earthquakes and volcanoes?
of a solar panel. Why would this information be helpful in
assessing the potential risks of a high-magnitude
D1.2 apply a variety of spatial technologies to earthquake and possible tsunami near a densely
investigate the physical impact of natural events populated area?”

256
 D2. International and Social is shown in these maps and images (e.g., choice
Implications of map projection or scale to advance a point of view)

FOCUS ON: Interrelationships; Geographic Perspective Sample question: “How do the media show
bias through their choice of map projections?”
By the end of this course, students will:

Spatial Technologies in Action

D2.1 analyse the ways in which spatial technolo- D3. Global System Interactions
gies are used in relation to national and global
FOCUS ON: Patterns and Trends; Interrelationships
security and safety and international cooperation,
and explain some ethical issues that arise from By the end of this course, students will:
such uses (e.g., national security versus individual
privacy rights) D3.1 describe how spatial technologies are used
Sample questions: “How has the change in U.S. to identify system connections on a global scale
government regulations around the accuracy (e.g., the role of spatial technologies in mapping
of GPS systems affected the use of navigational migration routes, identifying areas of high urban
systems?” “Why might military and/or govern- density, and defining areas where military conflict
ment satellite information be shared with or is occurring), and apply these technologies to
withheld from certain countries or military identify such connections
alliances? What are the implications of doing so?” Sample question: “How do spatial technologies
“How might disclosures of secret documents help to analyse global climate change indicators
and spying influence future development and outline the areas affected by climate change?”
and/or regulation of spatial technologies?”
Using spatial skills: Students can experiment
D2.2 analyse the importance and implications of with various population statistical intervals to
international cooperation in the sharing and determine which interval best illustrates urban
maintenance of global communications and density on a global scale. Other data layers can CGO4M
navigation networks (e.g., issues of control versus be added to investigate possible correlations
openness, protection from terrorism or criminal between urban density and various quality of
activity versus individual privacy rights and life indicators.
freedoms)
D3.2 describe ways in which raster data from sat-
Sample questions: “In what ways do countries ellites (e.g., radar and Landsat images) are used
need to cooperate when it comes to navigation to provide worldwide information about the
and flight paths? What might happen if these earth’s surface (e.g., tracking of disasters such as
countries did not cooperate and maintain these oil spills, forest fires, floods, ship collisions; Arctic
networks?” monitoring activities such as daily ice charts,
tracking of iceberg movements; coastal surveillance
D2.3 describe and assess the positive and negative and tracking information such as shipping routes,
effects of the use of spatial technologies in offshore oil exploration, coastal erosion, productive
international affairs (e.g., in monitoring and fishing zones, illegal fishing activities)

SPATIAL SYSTEMS, INTERCONNECTIONS, AND INTERDEPENDENCE

addressing environmental and human issues such
as climate change, acid rain, population movements, Sample questions: “How does radar imagery help
politics, trade, consumerism, hunger and poverty, to monitor disaster zones, assist in emergency
disease) response activities, and provide early warning
of potential disasters? How does radar imagery
Sample questions: “How can spatial technologies help recovery efforts in a disaster zone, such as
be used to develop and analyse hypothetical efforts related to damage assessment, analysis of
disaster scenarios?” “How can spatial technolo- environmental impacts, reconstruction, and/or
gies be used to develop disaster response and rehabilitation?” “What are the benefits of radar
evacuation plans? What are the limitations of compared to other satellite applications and
using spatial technologies to support disaster capabilities?”
relief, recovery, and relocation operations?”
“What are the implications of using GPS to Using spatial skills: Students can use a selected
locate and target military objectives?” “How radar image and add symbols in order to analyse
might spatial technologies be used for political large-scale changes over time, such as differences
ends?” in the extent of ice cover in Greenland, the area
permanently flooded by the construction of the
D2.4 analyse the use of maps and spatial images Three Gorges Dam, or areas experiencing impacts
to advance public- and private-sector interests from volcanic activity in Iceland.
around the world (e.g., government propaganda,
advertising), and explain the ways in which bias

257
 E. D
 YNAMIC IMPACTS WITHIN
Grade 12, University/College Preparation

COMMUNITIES

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Monitoring and Predicting Change: apply, and assess the use of, spatial technologies to monitor,
model, and predict change in human and physical environments at the local, national, and global
levels (FOCUS ON: Spatial Significance; Patterns and Trends)
E2. Development of Spatial Technologies: describe developments in spatial technologies over time
and potential developments in the future, and analyse how these developments affect the uses and
users of these technologies (FOCUS ON: Interrelationships; Geographic Perspective)

SPECIFIC EXPECTATIONS
E1. Monitoring and Predicting Change long-term impacts of climate change on sea levels,
water levels in lakes and rivers, or the extent of
FOCUS ON: Spatial Significance; Patterns and Trends permafrost?” “How will the rate of urban sprawl
affect productive soil and agricultural land?”
By the end of this course, students will:

E1.1 apply, and assess the use of, spatial technolo- E1.3 apply, and assess the use of, spatial technolo-
gies, including satellite imagery, to monitor gies to model and predict catastrophic events
changing features or phenomena and to model Sample questions: “Why can the depth of the
and predict future processes and events (e.g., water along ocean shorelines be an indicator
physical changes shown in a temporal sequence of potential damage by tsunamis on beaches,
of maps or aerial photographs) low-lying settlements, and resort areas?” “Using
Sample questions: “How do spatial technologies snow cover data, how can you determine the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

aid in the study of the effect of climate change potential risk of avalanches in mountain areas?”
in the Arctic? What patterns of change can you “How can satellite images be used to predict
identify? What are some of the consequences of future volcanic activity and improve the safety
these changes for polar species that depend on of surrounding communities or of scientists
sea ice for survival?” “In what ways does the on site?”
use of satellite images of watersheds and ground Using spatial skills: Students can use National
data of algal blooms in local rivers help us predict Oceanic and Atmospheric Administration
the future effects of aquatic death zones?” “How (NOAA) data and satellite images to predict
do spatial technologies help in analysing the the path of a developing hurricane or typhoon.
rate and impact of urban sprawl?” Students can use satellite images or the buffering
or query techniques in GIS to determine where
E1.2 apply, and assess the use of, spatial technolo- the highest level of potential damage may
gies to predict long-term change occur along a fault line.
Sample questions: “What are some of the likely
long-term effects of desertification in areas E1.4 use spatial technologies to predict the impact
around the edges of the Sahel or the Gobi of a possible future change on their own or
Desert? How might this phenomenon affect another community (e.g., the impact of an increase
countries in Africa and Asia?” “Using satellite in the number and severity of storms due to climate
images and GIS, how might you determine change, the impact of urban growth on the local
how the climate in different regions of the world watershed and water resources)
might be affected as average surface temperatures Sample question: “How can spatial technologies
on the earth continue to rise? What are the likely help predict the impacts of climate change on
crop growth in your region?”

258
 E2. Development of Spatial E2.3 assess whether modern spatial technologies
Tec hnologies could have averted or diminished the conse-
quences of famous historical disasters (e.g., the
FOCUS ON: Interrelationships; Geographic Perspective sinking of the Titanic, the sinking of the Ocean
Ranger drilling platform, the eruption of Mount
By the end of this course, students will:

Spatial Technologies in Action

St. Helens, the Frank Slide or the Saint Jean Vianney
E2.1 describe the development of satellite Slide, the 1883 eruption of Krakatoa, the 1953
technology, and explain some of the ways it North Sea flood)
has changed daily life and how business is
E2.4 analyse ways in which advances in spatial
conducted in various economic sectors
technologies affect the users and the use of these
Sample questions: “What are the different technologies (e.g., changes in costs, training
numbers, types, and functions of satellites that requirements, ease of use; types of jobs and careers
have been used by different countries?” “How that use these technologies)
are various countries using satellites and their
data? How has their usage changed over time?” E2.5 identify and describe the possibilities for
“What are the implications of the increasing using spatial technology applications in non-
numbers of satellites in low Earth orbit?” traditional domains in the future
Sample questions: “Why might spatial technol-
E2.2 identify key Canadian contributions to the
ogies be an effective tool in combatting crime
development of spatial technologies over time
or criminal activity?” “How could spatial
(e.g., RADARSAT-1 and -2, the Alouette and Anik
technologies be used in marketing analysis
satellites, and other Canadian satellites that are
and predicting future needs?” “How could
in development or that have been launched with
spatial technologies be used more widely in
international collaboration; the Canada Centre
monitoring disease spread and disease control
for Remote Sensing [CCRS]; Canadian Space
response time?” “How could spatial technolo- CGO4M
Agency [CSA] contributions such as Canadarm
gies be used to assess and predict recreational
and the David Florida Laboratory; the work of
needs in a developing community?”
Canadian astronauts; the development of the
Prince Albert Satellite Station; the Brewer Ozone
Spectrophotometer; various contributions by Land
Information Ontario [LIO] and Natural Resources
Canada [NRCan])

DYNAMIC IMPACTS WITHIN COMMUNITIES

259
World Issues: A Geographic
Analysis, Grade 12
College Preparation CGW4C

This course explores many difficult challenges facing Canada and the world today –
challenges such as unequal access to food, water, and energy; urbanization; globalization;
and meeting the needs of a growing world population while ensuring the sustainability
of the natural environment. Students will explore these and other world issues from
environmental, social, economic, and political perspectives, while applying the concepts
of geographic thinking, the geographic inquiry process, and spatial technologies to guide
and support their investigations.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating world issues

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

261
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, College Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

B. Spatial Organization: Regional Similarities and Differences

B1. Economic Disparities: analyse interrelationships Global inequalities are What are some impacts
between social conditions, access to natural resources, influenced by a wide that may occur because of
government policies, and economic disparities within variety of current and an inequitable distribution
and between countries or regions (FOCUS ON: historical factors. of resources?
Interrelationships; Geographic Perspective)
Why might some people
B2. Resources and Human Systems: analyse global The distribution and believe that there is an
patterns of natural resource and population distribution availability of natural ethical imperative to share
and their interrelationship with human networks and and human resources the world’s resources
systems (FOCUS ON: Patterns and Trends; Interrelationships) can have significant equitably?
impacts on the economy,
population distribution, What are some of the
and infrastructure of a factors that influence the
country. quality of life in different
countries?
B3. Characteristics of World Regions: classify and Statistical indicators can
compare countries and regions of the world, using help us understand spatial How do we measure the
appropriate criteria and statistical measures (FOCUS ON: patterns of wealth and social and economic
Spatial Significance; Patterns and Trends) development around the development of a region
world. or a community? Are there
potential biases in these
measurements?

C. Sustainability and Stewardship

C1. Environmental Stewardship: analyse the role of Governments at all levels, Why do individuals,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

individuals, the local community, and governments in companies, and individual companies, and
achieving sustainability, and assess opportunities for citizens have a role to play governments continue
personal stewardship and involvement in sustainability in achieving sustainability. to make unsustainable
initiatives (FOCUS ON: Interrelationships; Geographic choices?
Perspective)
How might the
C2. Resource Use and Sustainability: analyse selected The way that resources are environmental choices
resource uses and sustainability practices in a variety of extracted or harvested we make today have an
countries (FOCUS ON: Interrelationships; Geographic and the way they are used impact on the world
Perspective) have a major influence on tomorrow?
sustainability.
Why have some countries
C3. Managing the Global Commons: explain the Resources that are been more successful than
meaning and significance of the global commons, and essential for life are key others in extracting and
analyse issues associated with the use and sustainability components of the global using a natural resource
of its various elements (FOCUS ON: Spatial Significance; commons. in a sustainable way?
Patterns and Trends)
What is the global
commons? What can we
do to protect the global
commons?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

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 World Issues: A Geographic Analysis
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Interactions and Interdependence: Globalization

D1. Managing Globalization: assess responsibilities for Governments, businesses, Who benefits from
managing the impacts of globalization, and describe and individuals need to globalization? Who loses?
ways in which impacts can be moderated (FOCUS ON: work together to lessen
How is globalization
Interrelationships; Geographic Perspective) the impacts of
affecting your life, your
globalization.
community, your country?
D2. Multinational Corporations: analyse issues related Multinational companies
to the operations of multinational corporations in the can be a source of How do our choices and
global economy (FOCUS ON: Spatial Significance; economic development, beliefs contribute to
Geographic Perspective) but their operations can globalization, and how
also have widespread are they influenced by
impacts that are difficult globalization?
to manage. How did we get to this
D3. Globalization – Characteristics and Impacts: Globalization has major level of globalization?
CGW4C
analyse the principal characteristics and major impacts economic, environmental, How does globalization
of globalization (FOCUS ON: Interrelationships; social, and political affect the quality of life
Geographic Perspective) impacts on countries and quality of the
around the world. environment in
developing nations?

E. Changing Societies

E1. Urbanization: analyse trends in urbanization in both Urbanization has been Are human rights issues
economically developed and developing regions of the occurring everywhere in more important than
world, and assess the impacts of these trends (FOCUS the world and is having other global issues?
ON: Spatial Significance; Patterns and Trends) major impacts on people Should we give higher
and the environment. priority to addressing
them?
E2. Population Growth and Demographic Change: Global population
analyse global and regional population trends, and growth and changing How can demographic
assess their impacts on society, the economy, and the demographic profiles are trends influence global
ability of societies to meet basic human needs (FOCUS creating social, economic, food supply?
ON: Patterns and Trends; Geographic Perspective) and environmental
challenges in many Do we have a global
countries. population crisis?

E3. Human Rights and Quality of Life: analyse impacts Human rights violations Why is it important to be
of a variety of factors on human rights and quality of life and quality of life issues aware of and to address
in selected countries (FOCUS ON: Interrelationships; continue to affect people global inequalities of
Geographic Perspective) in many countries. wealth and quality of life?
OVERVIEW

263
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT
Grade 12, College Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating world issues;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering how the data are constructed to support
the author’s point of view, the possible bias of the
A1.1 formulate different types of questions to author, the expertise of the author, the accuracy
guide investigations into world issues (e.g., of the text and supporting data, the intended
factual questions: Which three countries in the audience, the purpose of the messaging, the
world have the greatest fresh water resources?; context in which the information was presented)
comparative questions: Which map projection
shows the relative size of land masses more Sample questions: “Whose point of view does
accurately, a Mercator projection or a Peters this source represent? Is the source biased? Have
projection?; causal questions: How does free you consulted other sources that represent
trade facilitate the development of maquiladoras other points of view? Which source is most
and similar systems of offshore production?) credible and why?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant data and A1.4 interpret and analyse data and information
information on geographic issues from a relevant to their investigations, using various
variety of primary and secondary sources (e.g., tools, strategies, and approaches appropriate
primary: raw data from fieldwork, both quantitative for geographic inquiry (e.g., interpret diagrams
and qualitative; photographs; satellite images; illustrating the flow of different food types from
secondary: published statistics, newspapers, their source to the local grocery store; analyse graphs
books, atlases, geographic magazines, websites, and charts of quality of life indicators for selected
graphs, charts, digital and print maps), ensuring countries to determine trends and correlations; use
that their sources represent a diverse range of decision-making templates to analyse points of
perspectives view on an issue; use graphic organizers to outline
various perspectives on natural resource use)
Sample questions: “How might you use quality
of life indicators to analyse poverty distribution Sample questions: “What type of graphic
patterns in different parts of the world? Where organizer would you use to help analyse the
might you find this data and information?” impact of offshore production on both the
“What type of data and information do you manufacturing country and the consumer
need to collect in order to assess the impact of country?” “What data layers and types of
natural resource extraction or harvesting on a information might you include when using a
specific country and people?” “What types of geographic information system (GIS) to analyse
maps and graphs will help you analyse immi- the production of greenhouse gases globally?”
gration patterns?”

264
A1.5 use the concepts of geographic thinking A1.8 use accepted forms of documentation (e.g.,
(i.e., spatial significance, patterns and trends, footnotes, author/date citations, reference lists,
interrelationships, geographic perspective) when bibliographies, annotated bibliographies, credits)
analysing and evaluating data and information to reference different types of sources (e.g.,

World Issues: A Geographic Analysis

and formulating conclusions and/or judgements websites, blogs, books, articles, films, data)
about world issues (e.g., use the concept of spatial
significance to analyse the distribution of desertifi- A1.9 use appropriate terminology when
cation or poverty; use the concept of patterns and communicating the results of their investiga-
trends to analyse short- and long-term population tions (e.g., vocabulary specific to their inquiry;
trends and phenomena such as urbanization; use the terminology related to geography and to the
concept of interrelationships to assess the influence concepts of geographic thinking)
of various natural and human factors on global
inequalities; use the concept of geographic perspective
to analyse the social, political, economic, and A2. Developing Transferable Skills
environmental impact of a significant technological Throughout this course, students will:
change)
Sample questions: “How might the concept of A2.1 describe ways in which geographic investi-
spatial significance help you define the charac- gation can help them develop skills, including
teristics of a ‘world-class’ city?” “How might an spatial skills and the essential skills in the
understanding of patterns and trends help you Ontario Skills Passport (e.g., reading graphic texts,
analyse the impact of the melting of continental writing, graphing, computer use, use of spatial
ice?” “How might an understanding of inter- technologies, oral communication, numeracy,
relationships guide your investigation of the decision making, planning, management, finding
connections between a product you buy, the information, problem solving), that can be
company that sells it, the resources used to transferred to postsecondary opportunities,
make and dispose of it, and labour conditions the world of work, and everyday life CGW4C
in the factory that manufactures it?” “How can
geographic perspective help you analyse the A2.2 apply in everyday contexts skills and work
impacts of globalization on indigenous peoples habits developed through geographic investi-
around the world?” gation (e.g., ask questions to deepen their
understanding of an issue; listen to and consider
A1.6 evaluate and synthesize their findings to multiple perspectives when discussing an issue;
formulate conclusions and/or make informed collaborate with a team to determine the criteria
judgements or predictions about the issues they that need to be considered when making a decision;
are investigating use quantitative data to support an idea; use spatial
skills to aid their understanding of world events)
Sample questions: “What did you find out about
the relationship between foreign ownership A2.3 apply the concepts of geographic thinking
and economic disparity in various regions of when analysing current events involving
the world? How might this relationship continue geographic issues (e.g., use the concept of spatial
to be an issue? What conclusions can you draw significance to analyse possible reasons for the
about why this relationship exists?” spread of a disease; use the concept of patterns and
trends to analyse potential impacts of El Niño or
A1.7 communicate their ideas, arguments, and La Niña on North and South America; use the
conclusions using various formats and styles, concept of interrelationships to analyse the
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
as appropriate for the audience and purpose connection between high poverty levels and civil
(e.g., a debate for classmates on the use of water, a unrest in a particular country; use the concept of
video for a Grade 8 class on how alternative energy geographic perspective to analyse the potential
is used in different parts of the world, a webcast or consequences of a change in political leadership
podcast for the general public on strategies for in a particular country) in order to enhance their
managing electronic waste, a blog for the school understanding of these issues and their role as
community about a current global issue, a photo informed citizens
essay for a local community group to illustrate the
multicultural diversity within that community, a A2.4 identify some careers in which a geography
report for a consumers’ group on the environmental background might be an asset (e.g., community
impacts of producing different types of food) service worker, import business owner, real estate
Sample questions: “What kind of information agent, land surveyor, international aid worker,
does your audience need? In how much detail?” marketing analyst, town planner, GIS technician)
“What format and approach would be most
effective in conveying your information to this
particular audience?”
265
 B. S
 PATIAL ORGANIZATION:
REGIONAL SIMILARITIES
Grade 12, College Preparation

AND DIFFERENCES

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Economic Disparities: analyse interrelationships between social conditions, access to natural
resources, government policies, and economic disparities within and between countries or regions
(FOCUS ON: Interrelationships; Geographic Perspective)
B2. Resources and Human Systems: analyse global patterns of natural resource and population
distribution and their interrelationship with human networks and systems (FOCUS ON: Patterns
and Trends; Interrelationships)
B3. Characteristics of World Regions: classify and compare countries and regions of the world, using
appropriate criteria and statistical measures (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
B1. Economic Disparities Using spatial skills: Students can use GIS to
layer countries with respect to their ratings on
FOCUS ON: Interrelationships; Geographic Perspective the Human Development Index (HDI) and such
indices as gross domestic product (GDP), caloric
By the end of this course, students will:
intake, and infant mortality. Using the map
B1.1 analyse the impact of a variety of economic, layers that have been generated, students can
social, and political factors (e.g., economic: compare the relative importance of different
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

availability of natural resources, level of economic factors in determining a country’s HDI and
development, foreign debt, dependence on foreign identify areas in which a country could benefit
investment, technological change; social: level of most from development assistance.
education, access to health care, water and sewage
infrastructure, openness to innovation and other B1.2 analyse environmental, economic, social,
cultural factors; political: stability of government, and political implications of the unequal
rule of law, degree to which government is repre- distribution of natural, economic, and social
sentative of the population, colonial legacies) on resources, nationally and globally (e.g., over-
the unequal distribution of wealth within and exploitation of scarce resources and destruction
between countries of ecosystems, disparities in standard of living,
migration from resource-poor to resource-rich
Sample questions: “What is the relationship areas, conflict over access to and control over
between gross domestic product and social resources)
indicators such as number of doctors per
thousand people, availability of potable water, Sample questions: “What are the possible
and average caloric intake per person?” “How consequences of the privatization of water
is personal wealth distributed throughout the supplies?” “How does an unequal distribution
population of a selected country, and how does of food and water affect migration patterns?
that compare with the way it is distributed in What is an environmental refugee?” “How does
your community?” “What are some possible the use or abuse of a natural resource contribute
causes of economic disparity within your local to global economic disparities?” “What natural
community?” “How might socio-economic resources do you anticipate a high demand
status affect a person’s access to water and food for in the near future, and what consequences
resources in different parts of the world?” “How might such a demand have?” “How might
is technological change affecting economic global inequities in resources lead to ethical
disparity in Canada?” dilemmas?”
266
B1.3 identify the effects of government policies and B2. Resources and Human Systems
practices on economic and social disparities
(e.g., subsidies, tax incentives, supply management FOCUS ON: Patterns and Trends; Interrelationships

World Issues: A Geographic Analysis

programs, and trade agreements may promote job
By the end of this course, students will:
creation and reduce disparities between individuals
but may also increase some disparities by favouring B2.1 analyse maps to identify global distribution
some individuals, economic sectors, or regions over patterns for various natural resources and for
others; foreign aid programs provide resources to human populations (e.g., analyse a world night
help economically poorer countries reduce disparities, map to identify settlement patterns and the locations
but mismanagement of aid programs can also of large urban centres; analyse thematic maps to
increase disparities within the receiving country) help identify the distribution of such features as
Sample questions: “Why do countries provide fresh water resources, forests, and mineral deposits),
foreign aid to other countries?” “Should we re- and assess the significance of these patterns
duce disparities in Canada before spending Sample questions: “What types of maps might
money to help people in other countries?” you use to help you identify a relationship
“How might a decision by a country’s political between the location of large urban centres
leaders to promote agricultural exports affect and access to natural resources?” “Are there
access to food within their country?” “Should other countries in the world that have many of
university and college education be tuition-free the same natural resources that Canada has?”
in Canada, as it is in Cuba, Sweden, and most “Why do large cities tend to be located on a
of Germany? Who would benefit? Who would coast or next to a lake or river?” “How might
pay for it?” natural systems and characteristics account for
similarities and differences between Canada
B1.4 describe the role and assess the impact of and other countries in the world with respect to
various intergovernmental agencies (e.g., World the distribution of resources and population?”
Bank, International Monetary Fund), government CGW4C
departments and agencies (e.g., Department of Using spatial skills: To identify correlations
Foreign Affairs, Trade and Development), and between water availability and agricultural
non-governmental organizations (e.g., micro- output, students can layer maps of drainage
finance organizations such as the Grameen Bank; basins or rainfall distribution with maps showing
social enterprises such as Me to We; advocacy, aid, different types of agricultural activity, such as
and development organizations or programs such cattle grazing or fruit and vegetable growing.
as Because I Am a Girl) that address inequities
at local, national, and international levels B2.2 analyse the influence of various human
infrastructure networks (e.g., transportation
Sample questions: “How have different levels networks, energy networks, communication
of government attempted to reduce inequities networks) on population settlement and access
in Canada?” “How does Canada contribute to to resources
international efforts to alleviate financial stress
Sample questions: “What is the relationship

SPATIAL ORGANIZATION: REGIONAL SIMILARITIES AND DIFFERENCES

in other countries?” “Do you think that countries
receiving aid should pay it back in some way?” between the distribution of population settle-
“Why do some people think that supporting ments and the location of food sources and
social enterprise is a more effective way of food distribution systems?” “Where have
helping people than donating to a charity?” irrigation systems made new settlements or
“What criteria would you use to assess the larger settlements possible?” “What are the
effectiveness of an NGO’s efforts to reduce similarities and differences between Internet
health care inequities?” connections and transportation connections?”
“What kinds of networks are involved in
Using spatial skills: To support an investigation transferring different forms of energy between
of transfer payments, students can construct a countries?” “Which countries in the world does
flow map illustrating the amount of money that Canada have direct ties to in terms of transpor-
Canada distributes annually in equalization tation links? Why do you think this is?” “What
payments to each of the provinces. They can are some of the transportation issues that face
then annotate the map with statistics such as Canadian, Russian, Scandinavian, and other
provincial GDP, unemployment rate, and average communities north of the 60th parallel?” “How
income to indicate the economic strengths and are network-based relationships both a source
weaknesses of each province. Students can of support for a country and a source of vulner-
construct a similar annotated flow map of ability?” “Why might a settlement be located in
the world, showing which countries receive an area where the resources needed to support
Canadian foreign aid and indicating the
economic characteristics and needs of the
receiving countries.
267
 its people are not readily available? What kind implicit in these indicators, and why might
of infrastructure would be needed to sustain it?” these values be similar or different in various
parts of the world?”
Using spatial skills: In order to visualize how
resources flow from sources to consumers, Using spatial skills: Students can use a GIS
students can add map layers showing the program to create cartograms that can be used
Grade 12, College Preparation

location of various resources such as water, to interpret and compare quality of life indicators
food, oil, and gas and the location of networks for different regions of the world.
such as electricity grids, pipelines, different
types of surface transportation, and Internet B3.2 identify a variety of terms used to classify
connections to a base map of population settle- countries on the basis of similar economic,
ments. The maps can be used to support an social, political, regional, or other characteristics
analysis of the factors influencing the pattern (e.g., informal classifications, such as North/South,
of these networks. developed/underdeveloped, First World/Third
World, advanced, BRIC, emerging economies,
B2.3 analyse the relationship between a country’s free world, sub-Saharan, Middle Eastern; formal
wealth and its economic structure (e.g., economic groupings, such as the European Union, African
structures based on resource extraction or harvesting Union, Organization of American States, la
versus structures with a higher proportion of resource Francophonie, Association of Southeast Asian
processing, manufacturing, and tertiary industry) Nations, Alliance of Small Island States), and
assess the usefulness of these terms
Sample questions: “Why do countries whose
economies are heavily dependent on resource Sample questions: “What is the value of
extraction tend to be poorer? Are there excep- grouping countries in this way? How do these
tions? Why?” “Should Canada process more groupings help our understanding of these
of its natural resources, such as oil and forest countries? What are the dangers of grouping
products, at home, instead of shipping unpro- countries in this way? Is there also a risk that
cessed resources to other countries? What would this could lead to misunderstandings and the
the advantages be? What are the obstacles to perpetuation of stereotypes?” “What values do
doing so?” various groupings represent? How useful are
these groupings if the characteristics of some of
Using spatial skills: Flow maps and various
the countries change?” “In what circumstances
graphs can be used to help students visualize
would it be helpful to organize countries accord-
import and export data and classify the types
ing to the availability of their natural resources?”
of commodities and products being exchanged
“Countries can belong to a variety of formal
between various countries. To analyse relation-
groups that they join voluntarily in order to
ships between gross domestic product and the
pursue common interests or deal with common
structure of national economies, students can
concerns. What are some of these organizations,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

construct a thematic map showing the countries

and what are the interests and concerns that
with the ten highest GDPs and the ten lowest,
they deal with? What advantages does a country
using circle graphs to represent the percentage
gain by belonging to such organizations?” “Are
of the workforce in each country employed in
there any peoples excluded from such groupings,
primary, secondary, and tertiary industries.
such as peoples without a state? How else might
they organize themselves globally?”
B3. Characteristics of World Regions Using spatial skills: Students can use a Peters
FOCUS ON: Spatial Significance; Patterns and Trends projection and a Mercator projection to see how
different map projections distort country size
By the end of this course, students will: and shape. Students can then consider whether
maps may convey a bias and why one map
B3.1 compare the quality of life in different regions might be chosen over another to support a
of the world, using appropriate statistical data particular message related to classification.
and indicators (e.g., literacy rate, gross domestic
product, access to medical care, access to clean B3.3 analyse statistical data (e.g., GDP per capita,
water, infant mortality rate, fertility rate, school literacy rate, mortality rate, employment in
enrolment rate, employment by economic sector) agriculture, temperature and rainfall, natural
resource production) to identify and explain
Sample questions: “What projection or cartogram
correlations between population characteristics
could you use to analyse and represent this
and a variety of environmental, economic,
data? How might this help you determine
social, and political factors
spatial patterns that reflect differences in quality
of life and identify possible causes for these Sample questions: “What pattern do you see
differences?” “What values and beliefs are when you look at access to clean water and levels
of infant mortality? Why is there a connection
268
between them? Are there any countries or regions
that do not fit this pattern?” “What pattern
emerges when you plot data for average daily
caloric intake and the death rate for countries

World Issues: A Geographic Analysis

around the world? What other factors might
contribute to this pattern?” “How does the
Canadian distribution of natural characteristics
(e.g., water, mineral, and flow resources) and
human characteristics (e.g., food production,
GDP, education) compare to that in other regions
of the world?”
Using spatial skills: On a scatter plot, students
can determine the strength of a correlation
between two variables, such as availability
of potable water and death rate, by drawing
a line of best fit between them. A close fit
between the line and the plotted points indicates
a strong correlation. A looser fit indicates a
weaker correlation.

CGW4C

SPATIAL ORGANIZATION: REGIONAL SIMILARITIES AND DIFFERENCES

269
 C. SUSTAINABILITY AND STEWARDSHIP
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Environmental Stewardship: analyse the role of individuals, the local community, and governments
in achieving sustainability, and assess opportunities for personal stewardship and involvement in
sustainability initiatives (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Resource Use and Sustainability: analyse selected resource uses and sustainability practices in
a variety of countries (FOCUS ON: Interrelationships; Geographic Perspective)
C3. Managing the Global Commons: explain the meaning and significance of the global commons,
and analyse issues associated with the use and sustainability of its various elements (FOCUS ON:
Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
C1. Environmental Stewardship C1.2 explain the role of governments and the
local community in promoting and achieving
FOCUS ON: Interrelationships; Geographic Perspective sustainability, and identify ways in which
individuals can encourage sustainability
By the end of this course, students will:
initiatives by governments and organizations
C1.1 identify opportunities for personal steward- in the community
ship and involvement in sustainability initiatives Sample questions: “Why do governments have
at a local, national, and international level (e.g., a crucial role to play in achieving sustainability?
buying locally, participating in community gardens, What are our governments doing to protect air
conserving water, carpooling and ride sharing, and water quality and to manage climate change?
walking or riding instead of driving, supporting How do we influence governments to follow
organizations that promote sustainability), and policies that promote sustainability?” “How
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

assess the environmental, economic, social, can conservation and the use of alternative
and political implications of their choices energies contribute to sustainability? How can
Sample questions: “What can you, as an governments encourage these strategies at the
individual, do to reduce water use, energy local level?” “What are some of the political
consumption, air pollution, and waste? What obstacles that governments might face in trying
environmental and economic effects would to implement sustainability policies?” “What
these actions have?” “What effects might can community groups and businesses do to
your decision to buy locally produced and promote sustainability?”
manufactured goods have on you and your Using spatial skills: To support their investiga-
local community? How might that decision tions of the role of governments in promoting
affect people in other countries that also produce sustainability, students can produce a map
or manufacture that product? Is buying locally showing the ten countries with the highest
always the most sustainable option?” level of installed solar capacity. The map can
Using spatial skills: Students can encourage be annotated to show, for each country, the
eating locally by using GIS to identify where average hours of bright sunshine per year
different types of food are produced near their and the availability of government supports
community and creating an infographic to or subsidies for solar power.
display in the school halls. They can also use
GIS water data showing their community’s
connection with larger drainage basins to
investigate the impact of their own water usage
on the environment in the wider region.

270
 C2. Resource Use and Sustainability “How do sustainable development initiatives
in Finland also work to reduce poverty?”
FOCUS ON: Interrelationships; Geographic Perspective
Using spatial skills: Using GIS, students can

World Issues: A Geographic Analysis

By the end of this course, students will: add a map layer of wind farm data to a base
map of Ontario communities to locate various
C2.1 analyse environmental, economic, social, and sites across the province where electricity from
political impacts related to the use of selected wind is generated. Using World Bank fossil fuel
natural resources at the local, national, and consumption data and GDP statistics, students
global level (e.g., impacts of freshwater consump- may also identify countries that do not have
tion, different methods of energy production) easy access to fossil fuels. Students can then
Sample questions: “How does the location of investigate the alternative sources that those
a resource affect how it is extracted, harvested, countries are using to meet their energy needs.
processed, or used?” “What percentage of the
world’s oil and gas resources does Canada have? C2.3 describe criteria and strategies that consumers
How does this compare to other countries? can use to determine whether resources used in
What are the economic benefits for Canada the goods they consume have been extracted,
of developing these resources? How does their processed, and produced sustainably
development affect Canada’s ecological foot- Sample questions: “What criteria must a product
print?” “What are the difficulties in measuring meet in order to be labelled fair trade? How
the social and environmental impacts of pipelines might these criteria influence your purchases?”
used to transport oil and gas?” “How might a “How can you determine whether the clothing
country’s level of poverty influence practices or electronics you purchase have been ethically
for extracting and processing natural resources and/or sustainably produced?”
in that country?” “What ethical dilemmas do
countries face when making decisions about
the development of resources that have high C3. Managing the Global Commons CGW4C
economic value but involve large environmental
FOCUS ON: Spatial Significance; Patterns and Trends
or social costs (e.g., coal in China, tantalum or
coltan in Brazil and the Democratic Republic of By the end of this course, students will:
Congo, diamonds in various African countries)?”
“How does Canada’s per capita consumption of C3.1 identify the components of the global
fresh water compare to that of other countries? commons (e.g., oceans, air, outer space), and
What regions in Canada have an abundant explain their environmental, economic, social,
supply of fresh water? Should these regions and political importance (e.g., oceans and
share their water resources with the rest of the atmosphere support life, control climate, facilitate
country and the world?” communications; oceans contain exploitable
resources; space facilitates communications,
C2.2 analyse and compare various sustainability navigation, and observation of the earth)
initiatives and practices for energy production
Sample questions: “What are the global
in different regions of the world (e.g., global
commons? Why are they global? Why are they
initiatives, such as the United Nations Sustainable
common?” “Is Antarctica considered part of the
Energy for All program; regional initiatives, such
global commons?” “Why might some people
as the European Union’s biofuels directive; national
argue that cyberspace is a component of the
and provincial initiatives, such as Australia’s solar
global commons?” “What are some of the ways
credits program and Ontario’s microFIT program
in which we use the various components of the
for renewable energy)
global commons?” “If an iceberg is outside a
Sample questions: “Why have certain countries country’s territorial waters, does anybody own
become global leaders in alternative energy, it? Would anybody have the right to tow it to a
SUSTAINABILITY AND STEWARDSHIP

and what methods are they using for electricity country where water is scarce and sell it for its
production?” “What initiatives and practices freshwater content?”
can be implemented at a local level to facilitate
the adoption of alternative energy sources?” C3.2 analyse issues related to human impacts on
“How do the costs and benefits associated with the global commons (e.g., threats to ocean life as
small-scale energy production compare with a result of increased shipping, overfishing, and
those of large-scale energy production?” “How acidification; increased air pollution and climate
does Ontario’s Green Energy Act support the change as a result of industrial activity) and to
development of sustainable energy projects?” international management of the commons
(e.g., lack of international authority to regulate

271
 the use of the global commons; difficulty of getting
countries to subordinate national interests to the
welfare of the planet)
Sample questions: “How are human activities
changing the atmosphere and the oceans? What
Grade 12, College Preparation

impact have these changes had on the Arctic

and on Canadian control over our Arctic waters?”
“If people were injured by debris from a rocket
or satellite falling from space, who would be
responsible?” “How does your ecological foot-
print affect the global commons? How does it
compare to that of Canada as a whole and to
that of other countries in the world?” “What
is meant by the ‘tragedy of the commons’?”
“How do we manage something that everybody
uses but nobody owns? What are some of the
ways in which we currently attempt to manage
the global commons?”
Using spatial skills: To support their investiga-
tions of geopolitical issues related to the use
of Arctic waters and the exploitation of Arctic
resources, students can use a polar projection of
the region in order to visualize the convergence
of political boundaries towards the pole.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

272
D. INTERACTIONS AND
INTERDEPENDENCE:

World Issues: A Geographic Analysis

GLOBALIZATION

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Managing Globalization: assess responsibilities for managing the impacts of globalization, and
describe ways in which these impacts can be moderated (FOCUS ON: Interrelationships; Geographic
Perspective)
D2. Multinational Corporations: analyse issues related to the operations of multinational corporations
in the global economy (FOCUS ON: Spatial Significance; Geographic Perspective)
D3. Globalization – Characteristics and Impacts: analyse the principal characteristics and major
impacts of globalization (FOCUS ON: Interrelationships; Geographic Perspective)

CGW4C
SPECIFIC EXPECTATIONS
D1. Managing Globalization influence labour standards in other countries
through your purchases? How can you support
FOCUS ON: Interrelationships; Geographic Perspective Canadian businesses through your purchases?”
By the end of this course, students will:
D1.2 assess the responsibilities of governments
D1.1 describe the characteristics of global citizen- and businesses for managing economic,
ship, and explain how individuals, acting as environmental, and social impacts associated
global citizens, can help to lessen economic, with globalization, and describe ways in which
social, and environmental impacts associated this could be done (e.g., through national laws
with globalization (e.g., by informing themselves regarding foreign operations of domestic companies,
about how products are made and disposed of, international organizations such as the International
buying fair-trade products, boycotting products made Labour Organization, international agreements
through exploitive practices, raising awareness of such as the Basel Convention, voluntary business
labour and environmental issues in developing initiatives such as implementing codes of conduct

INTERACTIONS AND INTERDEPENDENCE: GLOBALIZATION

countries, supporting NGOs that are active in requiring foreign suppliers to meet more stringent
promoting workers’ rights and environmental labour and environmental standards, making
protection in producing countries) information available to consumers about where
their products are made and what standards their
Sample questions: “In what ways are we suppliers must adhere to)
members of a global community, and what
responsibilities do we have to that community?” Sample questions: “In what ways do various
“Should consumers be concerned about how governments ensure that businesses based in
the products they buy are made? Would you be their countries operate ethically and legally in
willing to pay more for products that have not other countries? Why might some countries
been produced in sweatshops?” “How can you choose not to ensure this?” “What is the Basel
find out where products are made and whether Convention? What is the Accord on Fire and
manufacturers follow acceptable labour and Building Safety in Bangladesh?” “What respon-
environmental practices?” “What are some sibility do businesses have to ensure that they
examples of fair-trade products, and how does do not exploit workers or cause environmental
fair-trade certification protect small producers damage in the countries in which they operate?”
in developing countries?” “How can you “What can governments and businesses in
developed countries do to offset the impacts
of globalization on their economies?”

273
 D2. Multinational Corporations impacts have mining operations of Canadian-
owned corporations had on indigenous peoples
FOCUS ON: Spatial Significance; Geographic in Latin America? How have these operations
Perspective affected the environment? What have the
political consequences been?” “Have weak
By the end of this course, students will:
Grade 12, College Preparation

environmental regulations influenced the

locations of multinational operations in the
D2.1 analyse the characteristics of multinational
sector you are investigating?” “Why might
corporations (e.g., assets and revenues of selected
the government of a country want a foreign
companies, number of countries in which a company
company to operate in that country? What
operates, goods and services offered, number of
incentives do multinationals have to be good
employees, percentage of employees in a company’s
corporate citizens in the countries in which they
home country, type of foreign operation) and
operate? How can they benefit the countries in
trends relating to these corporations’ role in
which they operate? How might they be limited
the international economy (e.g., changes in the
in their ability to influence labour conditions
number of multinational companies and their
and environmental practices in those countries?”
home countries, expansion into new countries
and economic sectors)
Sample questions: “How many companies can D3. Globalization – Characteristics
you identify that have annual revenues greater and Impacts
than the GDP of Pakistan?” “What sectors of
FOCUS ON: Interrelationships; Geographic Perspective
the economy are multinational firms involved
in?” “Is the number of multinational companies By the end of this course, students will:
increasing?” “Are multinational companies
based only in developed countries?” “Large D3.1 describe patterns and trends associated with
companies often set up foreign operations or globalization (e.g., increased movement of people
outsource production to cut costs. What are between countries, increased communication and
some other reasons why a company would exchange of ideas between countries, increased
benefit from operating in another country?” integration of national economies with each other,
“What are some of the different ways in which transnational production of goods), and analyse
a multinational company can operate within their causes (e.g., liberalization of trade, availability
a country?” of cheap labour in developing countries, consumerism
Using spatial skills: To support their investiga- in developed countries)
tions of multinational corporations, students Sample questions: “It is often said that the
can develop profiles of selected companies, using world is getting smaller. In what ways?” “How
a world map as a base layer to show where many countries are involved in making a typical
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

their operations are located and summarizing tablet computer? Why isn’t all the work done in
details such as products manufactured or just one country?” “How many products that
services provided, annual revenues, numbers you use every day are made in Canada? What
employed, and wages and working conditions criteria have to be met before a product can be
of employees. Students can then combine labelled ‘Made in Canada’?” “Why is a major
their findings to construct a class-generated economic crisis in a large consuming and pro-
annotated map. ducing country like the United States or China
a global concern?” “How does a reduction in
D2.2 analyse labour, environmental, social, and trade barriers make globalization possible?”
other issues related to the operation of multi- “How does the demand for cheap consumer
national companies in selected sectors (e.g., goods in developed countries and the availability
mining, manufacturing, agriculture) and countries of cheap labour in developing countries
Sample questions: “How do working conditions encourage globalization?” “What role has
and wages in the operations of multinational technology played in globalization?”
companies in the sector you are investigating Using spatial skills: Using a world map as a
compare with those of locally owned compan- base, students can show increases in global
ies?” “If a large international retailer outsources interaction by adding data layers for a variety
the production of garments to a foreign manu- of global connections at different points in time.
facturer, what responsibility does it have for the Possible data sets include international flight
wages and working conditions of the manufac- destinations for a particular airport, Internet
turer’s employees?” “To what extent do weak traffic, and countries associated with particular
labour regulations in a manufacturing country trade agreements or relationships. The data can
make it possible to use child labour?” “What also be graphed in various ways to show the
rate and magnitude of the changes.
274
D3.2 analyse impacts of globalization on human be more vulnerable to the spread of disease
and natural systems within various countries than others?” “In what ways has globalization
(e.g., increased industrial employment in developing facilitated human and animal trafficking?” “How
has globalization affected national security?”

World Issues: A Geographic Analysis

countries, but with low wages and poor working
conditions; disruption of traditional societies and “In what ways has the world benefited from
economies; loss of manufacturing capacity and globalization?” “What is the difference between
manufacturing jobs in developed countries; increased the impacts of globalization on developed
water and air pollution in developing countries; countries and its impacts on developing
increased greenhouse gas emissions from transpor- countries?” “Has globalization encouraged
tation; damage to local ecosystems from invasive the mixing of cultures, or has it reinforced
species introduced by global travel and trade) Western cultural domination?” “Does tourism
Sample questions: “How is globalization affect- give people a better appreciation of other
ing indigenous communities in various parts cultures? How do large international events
of the world?” “How might a consumer-driven like the Olympic Games affect our awareness
economy that depends on cheap, easily dispos- of other countries and our interactions with
able goods (sometimes called a ‘disposable them?” “How has globalization contributed to
economy’) contribute to disparities at both a greater consumption and resource use? How has
local and a global level?” “In what ways does it affected the flow and disposal of e-waste and
globalization facilitate the spread of disease other toxic wastes associated with these uses?”
between countries? Why might some countries

CGW4C

INTERACTIONS AND INTERDEPENDENCE: GLOBALIZATION

275
 E. CHANGING SOCIETIES
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Urbanization: analyse trends in urbanization in both economically developed and developing
regions of the world, and assess the impacts of these trends (FOCUS ON: Spatial Significance; Patterns
and Trends)
E2. Population Growth and Demographic Change: analyse global and regional population trends, and
assess their impacts on society, the economy, and the ability of societies to meet basic human needs
(FOCUS ON: Patterns and Trends; Geographic Perspective)
E3. Human Rights and Quality of Life: analyse impacts of a variety of factors on human rights and
quality of life in selected countries (FOCUS ON: Interrelationships; Geographic Perspective)

SPECIFIC EXPECTATIONS
E1. Urbanization increased demands on the social resources of the
host communities, health and environmental
FOCUS ON: Spatial Significance; Patterns and Trends impacts related to lack of clean water and waste
disposal infrastructure in informal settlements)
By the end of this course, students will:
Sample questions: “Do Aboriginal people moving
E1.1 analyse trends in urban growth, locally and to cities in Canada concentrate in particular
globally, and explain factors contributing to neighbourhoods? Why or why not? Why might
these trends (e.g., displacement of small farms by it be different for cities like Winnipeg or
larger industrialized farming operations, settlement Vancouver compared to Toronto or Calgary?”
of refugees in or near larger urban settlements, “Why do new immigrants often choose to move
rural overpopulation, economic opportunities in to neighbourhoods where other immigrants have
cities) already settled? How have local governments
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Sample questions: “Where are the most popu- responded to new immigrant settlements in
lated regions of the world? Why do so many different parts of the world?” “How might the
people live in these areas? What proportion of establishment of informal settlements or the
the population lives in cities in these areas? concentration of a large new immigrant popu-
What proportion lived in cities fifty years ago?” lation in an existing neighbourhood affect the
“Why are people leaving rural environments? economy of a city? What characteristics do
What attracts them to cities?” these settlements and neighbourhoods have
that continue to attract individuals?” “Migrant
Using spatial skills: Students can use a world settlements and neighbourhoods have been called
night map layered with a political map to con- ‘arrival cities’. What are some of the different
struct a thematic population map showing the kinds of arrival cities that can be found in various
megalopolis regions of the world. Students can parts of the world, and what are the living
also use statistics related to size of population conditions associated with them?”
and population density to create graphs showing
trends in urban growth for selected urban regions Using spatial skills: Students can use census
in different parts of the world. data for selected urban settlements to identify
areas where recent immigrants have settled.
E1.2 analyse the role of migrant neighbourhoods Annotations can be added to maps of the settle-
in the settlement of new arrivals to a city, and ments to provide more detailed information
assess, from a geographic perspective, the im- about the immigrant populations, such as their
pacts of this type of settlement on the residents countries of origin and mother tongues.
of these communities and on the larger urban
area that they are a part of (e.g., improved quality E1.3 assess the impacts of increased urbanization
of life for migrants, access to economic opportunities, on the environment and society (e.g., land

276
 degradation, loss of agricultural land, increased supply and its characteristics, and assess options
demand on services and infrastructure, social for meeting future global food requirements
tensions, greater economic opportunities) (e.g., increasing productivity through high-yield

World Issues: A Geographic Analysis

Sample questions: “What are the environmental crop varieties, genetically modified crops, intensive
and economic impacts of using arable land for farming, industrial farming, aquaculture; increasing
housing?” “What are some social issues that amount of land under cultivation through irrigation,
might arise in a community with a very high forest clearance, and other means; making greater
population density?” “What are some of the use of existing resources by reducing the amount of
social, economic, and political consequences animal protein in our diets)
of having an urban population that is aging?” Sample questions: “How has the world’s output
“What are some of the forms that transitory of staple foods such as wheat and rice changed
housing can take in cities (e.g., squats, tent cities, over the past half-century?” “What was the
shantytowns)?” “How does urbanization ‘Green Revolution’? Can the same approach
contribute to homelessness?” “What are some expand food production enough to feed the
challenges relating to water and sanitation world’s population in 2050?” “How do practices
management that a local government might such as industrial agriculture, intensive farming,
face as a result of population increases?” “How and aquaculture increase food production? What
might increasing urbanization affect the impacts might they have on the environment,
production and distribution of food?” human health, and animal welfare?” “What
environmental challenges make it difficult
for indigenous peoples to restore or maintain
E2. Population Growth and traditional diets?” “Can you identify some
Demographic Change areas of the world where irrigation would
FOCUS ON: Patterns and Trends; Geographic provide a major increase in food output? What
are the potential environmental dangers?”
Perspective
“How has forest clearance in the Amazon CGW4C
By the end of this course, students will: affected food production in Brazil? How does
forest clearance contribute to climate change?
E2.1 analyse trends in global and regional popu- How do you think Brazil should manage this
lation growth (e.g., continuing global population problem?” “How might agricultural productivity
growth, rapid population growth in underdeveloped in tropical countries be affected by climate
countries, negative population growth and aging change over the next century?” “What changes
population in some developed countries) and their in your personal habits and choices might you
causes, and assess their social and economic consider to support food sustainability?” “Why
impacts are large corporations and countries such as
China, Saudi Arabia, and Japan buying large
Sample questions: “What is the world’s popula-
amounts of farmland in Africa?” “How is the
tion now? What is it expected to be in 2050?”
family farm changing in North America? Can
“In what regions of the world is the population
small-scale farms in developing countries be
growing fastest? Which regions are showing the
part of the solution to the problem of feeding
slowest population growth? Do any countries
more people?” “How might improvements in
have shrinking populations?” “How do you
food distribution systems prevent local and
explain these trends? For example, how does a
regional food shortages?”
better standard of living affect the rate of popu-
lation growth? What effect does improvement
in women’s rights have on population growth?” E3. Human Rights and Quality of Life
“How will additional population growth affect
the environment?” “Which countries have the FOCUS ON: Interrelationships; Geographic Perspective
youngest populations? Which ones have the
oldest populations? What are the economic By the end of this course, students will:
and social advantages of a young population?
E3.1 analyse interrelationships between demo-
What are the potential problems and challenges?
graphic characteristics, economic development,
What challenges does a society face as its
and quality of life for selected countries (e.g.,
population ages?” “How does immigration
CHANGING SOCIETIES

interrelationships between fertility rate, GDP per

help countries with older populations deal with
capita, and lack of education for girls; interrelation-
economic problems related to aging? What are
ships between ownership of land and resources and
the effects on the countries that younger people
possession of wealth and power)
are leaving?”
Sample questions: “How are economic under-
E2.2 analyse the impact of population growth and development, quality of life, and birth rates
rising standards of living on the world’s food
277
 interrelated? Why do countries with lower birth to help break the cycle of poverty?” “What are
rates tend to have higher standards of living?” some of the factors that contribute to poverty in
“How has resource development affected the Canada? Why is there a higher rate of poverty
quality of life of indigenous peoples in various among single-parent families?” “What factors
parts of the world?” “What data would you contribute to poverty in developing countries?
Grade 12, College Preparation

use to investigate the reasons behind the use Can the same solutions that we use to alleviate
of children in small-scale mines?” “If quality poverty at the local level in Canada also be
of life indicators were applied specifically to applied in other countries?” “How do approaches
indigenous populations in selected countries, such as microfinance and fair trade help to
how might those results compare with results alleviate poverty in developing countries?”
for the non-indigenous populations in the same
countries? With results from other countries?” E3.4 describe various ways in which the Canadian
government provides security for people in
Using spatial skills: Students can use World
Canada and in other countries (e.g., border
Bank statistics for the number of children
security, search and rescue, disaster relief, consular
(aged 7–14) employed in manufacturing in
support of Canadians abroad, peacekeeping and
various countries to create a map layer showing
other international military operations, intelligence
the spatial distribution of child labour in the
collection, participation in collective security
world. Students could also add a map layer of
organizations), and analyse issues related to
quality of life indicators to identify correlations
national security
between the prevalence of child labour and the
quality of life in selected countries. Sample questions: “What responsibility does
the Department of Foreign Affairs, Trade and
E3.2 analyse national and international responses Development have for assisting Canadians
to human rights violations in various parts of who run into difficulty abroad, and what kinds
the world (e.g., policies and programs aimed at of challenges does it face in providing this
eliminating child labour, stopping the use of child protection?” “How does Canada’s participation
soldiers, promoting the education of girls, preventing in peacekeeping missions protect the quality of
human trafficking) life of people living in conflict zones?” “What is
collective security, and how does it contribute to
Sample questions: “How do programs such as
the security of Canada and Canadians?” “Should
Because I Am a Girl, the Roméo Dallaire Child
the needs of national security take precedence
Soldiers Initiative, and Stop the Traffik attempt
over individual rights? Is it justifiable to violate
to limit human rights abuses? How successful
the human rights of some individuals in order
have they been?” “Why was the Ottawa Treaty
to protect the human rights of others?”
to ban the use of antipersonnel landmines
brought into being? What does it require states Using spatial skills: To support their analysis of
to do? Why have some states refused to sign the role of Canadian military forces in supporting
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

it?” “Why don’t all victims of human rights national and international security, students
violations experience the same global support?” can annotate a world map to show where
“How successful has the National League for Canadian forces are currently operating and
Democracy been in restoring democratic rights describe the purpose and nature of operations
in Myanmar?” in each of the areas indicated.

E3.3 identify factors that contribute to poverty,

and assess various programs and approaches
for alleviating poverty, locally, nationally, and
internationally (e.g., government policies and
programs such as minimum-wage laws, income-
based housing, relief programs, and debt forgiveness;
aid programs of intergovernmental organizations
such as the United Nations and the World Bank;
activities of non-governmental relief and develop-
ment organizations such as Oxfam, the Bill and
Melinda Gates Foundation, and local food banks)
Sample questions: “What is meant by ‘the cycle
of poverty’? Why is it so difficult to break this
cycle? Do Canadians have a social responsibility

278
Living in a Sustainable World,
Grade 12
Workplace Preparation CGR4E

This course examines the impact of human activity on the natural environment. Students
will explore the use of natural spaces and resources and the effects of planning decisions
and consumer choices on natural systems. Students will apply the concepts of geographic
thinking and the geographic inquiry process, including spatial technologies, to investigate
practical solutions to environmental issues, enabling them to make more sustainable
decisions at home, in the workplace, and in the local community.

Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Geographic Inquiry and Skill Development

Overall Expectations
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic
thinking when investigating issues relating to the natural environment and sustainability

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills,
developed through geographical investigation, and identify some careers in which a background
in geography might be an asset
(continued)

279
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, Workplace Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking
B. Species and Spaces
B1. Endangered Species and Spaces: identify species It is important for What are some of the ways
and natural places at risk in different parts of the world, countries to have in which countries work
and compare approaches that various countries have strategies to protect together to protect a
taken for their protection (FOCUS ON: Spatial endangered species species that crosses
Significance; Interrelationships) and spaces. international borders?
What stands in the way
B2. Human Impacts on Ecosystems: explain how Humans have had and
of cooperation on such
human settlement and activities alter ecosystems continue to have a direct
issues?
(FOCUS ON: Patterns and Trends; Geographic Perspective) impact on the natural
environment. What do you think is the
most significant impact
B3. Ecosystem Characteristics: describe the characteristics The earth and its
that humans have had on
of different types of ecosystems, and explain their ecosystems are made
an ecosystem?
relationships with natural processes in the Earth system up of many interacting
(FOCUS ON: Spatial Significance; Interrelationships) components. How are the various parts
of an ecosystem related to
each other? What might
happen if one element
is changed or no longer
present?
C. Sustainability of Natural Resources
C1. Strategies and Stewardship Initiatives: assess the Many individuals, groups, How do your personal
contributions of stewardship initiatives by groups and and countries around choices and behaviours
individuals to the sustainable use and management of the world are practising affect the use of natural
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

natural resources, locally, nationally, and globally (FOCUS environmental stewardship. resources?
ON: Interrelationships; Geographic Perspective)
How do competing
C2. Resource Development and Impacts: analyse The ways in which people interests and ideas
impacts and issues related to the development and use extract or harvest natural affect the extraction or
of natural resources (FOCUS ON: Interrelationships; resources and use them harvesting of a natural
Geographic Perspective) can have social, economic, resource and the way it
political, and environmental is used?
impacts.
How might the loss of a
C3. Distribution and Use of Natural Resources: analyse The location of a resource natural resource affect
patterns and trends in the availability and use of natural can determine how it is a community?
resources (FOCUS ON: Spatial Significance; Patterns and extracted or harvested
Trends) and how it is used. Why does the process
used to extract a natural
resource depend on where
the resource is located?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

280
 Living in a Sustainable World
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Geographic Thinking

D. Ecosystems and Human Activity

D1. Protecting the Natural Environment: assess the role Individuals, groups, and Do all organizations and
of various strategies, organizations, and agreements in countries have developed countries agree on how to
reducing the impact of human activity on the environment strategies to lessen the protect the environment?
(FOCUS ON: Interrelationships; Geographic Perspective) impact of humans on the
Why might there be
environment.
conflicting strategies
D2. Impacts of Human Activities: analyse impacts of Human activity can alter for reducing the
human activities on ecological processes and on plant and harm natural spaces human impact on
and animal species (FOCUS ON: Spatial Significance; and species. the environment?
Interrelationships)
Why might an individual,
D3. Ecological Processes: explain how various ecological The earth sustains life. a company, or a country
and biological processes sustain life on Earth (FOCUS introduce a non-native
ON: Patterns and Trends; Interrelationships) species or a pollutant into
a local environment?
CGR4E
How does life on Earth
rely on the earth’s physical
processes?
E. Community Action
E1. Working Together: assess the contribution of various People need to work What are some local
individual, workplace, and community initiatives to together to lessen the strategies and policies
reducing the human impact on the natural environment impact of humans on that have been proposed
(FOCUS ON: Interrelationships; Geographic Perspective) the environment. or adopted to protect the
environment? Why might
E2. Ecological Footprints: assess impacts of human The behaviour and
people not agree about
behaviour on the natural environment (FOCUS ON: choices of individuals can
the purpose or value of
Patterns and Trends; Interrelationships) have a significant impact
these strategies or policies?
on the environment.
How might you reduce
E3. Community Infrastructure: assess environmental Local practices can have
your ecological footprint?
impacts of various types of infrastructure, systems, and important impacts on
services at the community and regional levels, and the natural environment. How is infrastructure in
assess ways of reducing these impacts (FOCUS ON: your community being
Spatial Significance; Interrelationships) changed to lessen its
impact on the natural
environment? What
support is there for
these changes?
OVERVIEW

281
 A. GEOGRAPHIC INQUIRY AND SKILL
DEVELOPMENT
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking
when investigating issues relating to the natural environment and sustainability;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed
through geographical investigation, and identify some careers in which a background in geography
might be an asset.

SPECIFIC EXPECTATIONS
A1. Geographic Inquiry considering how the data are constructed to support
the author’s point of view, the possible bias of the
Throughout this course, students will: author, the expertise of the author, the accuracy
of the text and supporting data, the intended
A1.1 formulate different types of questions to
audience, the purpose of the messaging, the
guide investigations into issues affecting the
context in which the information was presented)
natural environment (e.g., factual questions:
Which three countries in the world have the greatest Sample questions: “Who are the authors of this
freshwater reserves? comparative questions: source, and what are their qualifications for
How does the ecological footprint of the average writing on this topic? What organizations are
Dane or German compare with that of the average the authors affiliated with? Do these affiliations
Canadian?; causal questions: How does your suggest a bias? What are the objectives of the
choice of consumer goods affect the consumption organization that sponsored or published their
of natural resources?) work?” “Have you consulted other sources that
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

represent other points of view?” “Which source

A1.2 select and organize relevant data and is most credible and why?”
information on geographic issues from a
variety of primary and secondary sources A1.4 interpret and analyse data and information
(e.g., primary: raw data from fieldwork, both relevant to their investigations, using various
quantitative and qualitative; photographs; tools, strategies, and approaches appropriate
satellite images; secondary: published statistics, for geographic inquiry (e.g., interpret diagrams
newspapers, books, atlases, geographic magazines, illustrating the environmental impacts of a product
websites, graphs, charts, digital and print maps), throughout its life cycle, from resource extraction
ensuring that their sources represent a diverse to disposal; identify trends and correlations by
range of perspectives analysing graphs and charts showing the amounts
and types of solid waste generated by households,
Sample questions: “How would you use photo-
institutions, and businesses in the community; use
graphs of your community from different time
decision-making templates to analyse points of
periods to determine how much the amount of
view on an issue; use graphic organizers to outline
developed land has grown? Where might you
various perspectives on natural resource use)
find these photographs and related information?”
“What type of data and information do you Sample questions: “What type of graphic
need to collect in order to analyse the impact organizer would you use to help analyse the
that a new park has had on your community?” costs and benefits of separating compostable
“What types of maps and graphs will help you material from garbage that is to be sent to a
analyse air quality in your region?” landfill?” “What type of information might you
include in geographic information system (GIS)
A1.3 assess the credibility of sources and informa- data layers in order to analyse the global distri-
tion relevant to their investigations (e.g., by bution of pollutants emitted by vehicles that
use fossil fuels?”
282
A1.5 use the concepts of geographic thinking effective in conveying your information to
(i.e., spatial significance, patterns and trends, this particular audience?”
interrelationships, geographic perspective) when
analysing and evaluating data and information, A1.8 use accepted forms of documentation (e.g.,
formulating conclusions, and making judgements footnotes, author/date citations, reference lists,
about issues affecting the natural environment

Living in a Sustainable World

bibliographies, annotated bibliographies, credits)
(e.g., use the concept of spatial significance to to reference different types of sources (e.g.,
analyse the global distribution of fresh water; websites, blogs, books, articles, films, data)
use the concept of patterns and trends to identify
opportunities for using alternative transportation A1.9 use appropriate terminology when commun-
methods; use the concept of interrelationships to cating the results of their investigations (e.g.,
interpret the contributions of various natural and vocabulary specific to their inquiry; terminology
human factors to climate change; use the concept related to geography and to the concepts of
of geographic perspective to analyse the social, geographic thinking)
political, economic, and environmental significance
of an environmental event such as Earth Hour)
A2. Developing Transferable Skills
Sample questions: “How might the concept
of spatial significance help you explain the Throughout this course, students will:
importance of fresh water as a factor in the
location of population settlements?” “How might A2.1 describe ways in which geographic investi-
an understanding of patterns and trends help gation can help them develop skills, including
you analyse the effects on waste disposal of spatial skills and the essential skills in the
using reusable cloth bags for grocery shopping?” Ontario Skills Passport (e.g., reading graphic texts,
“How might an understanding of interrelation- writing, graphing, computer use, use of spatial
ships guide your examination of the connections technologies, oral communication, numeracy,
between the time when you use electricity and decision making, planning, management, finding CGR4E
the cost to produce the electricity?” “How can information, problem solving), that can be trans-
geographic perspective help you analyse the ferred to the world of work and to everyday life
significance of Aboriginal peoples’ beliefs about
the natural environment?” A2.2 apply in everyday contexts skills and work
habits developed through geographic investi-
A1.6 evaluate and synthesize their findings to gation (e.g., use critical thinking, mapping, and
formulate conclusions and/or make informed graphing skills to deepen their understanding of a
judgements or predictions about the issues they global environmental issue; use listening skills to
are investigating consider multiple perspectives when discussing an
issue; use spatial skills to map the distribution of
Sample questions: “What did you find out a particular plant or animal species; apply work
about the impacts of global settlement trends habits such as collaboration when working with a
on various ecosystems? What strategies do you team in the community to influence a local planning
think need to be implemented to respond to decision)
these impacts?” “What did you find out about
the relationship between the processes used A2.3 apply the concepts of geographic thinking
to extract or harvest a natural resource and when analysing current events involving geo-
the location of that resource? Why is this graphic issues (e.g., use the concept of spatial
relationship an issue?” significance to analyse the spread of a disease carried
by an insect; use the concept of patterns and trends GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
A1.7 communicate their ideas, arguments, and to analyse theories about the decline of honeybees
conclusions using various formats and styles, and other pollinators; use the concept of interrela-
as appropriate for the audience and purpose tionships to analyse connections between agricultural
(e.g., a debate for classmates on the use of water; a issues and climate change; use the concept of
video for a Grade 9 class showing different points geographic perspective to analyse the potential
of view about the environmental impacts of our impact of buying locally) in order to enhance
food choices; a webcast or podcast for the general their understanding of these issues and their
public on strategies for managing various types of role as informed citizens
waste; a photo essay for a local community group
to illustrate the importance of saving community A2.4 identify some careers in which a geography
park space; a public service announcement to background might be an asset (e.g., garden and
illustrate ways of reducing one’s carbon footprint) landscape specialist, vehicle operator, forestry
Sample questions: “What kind of information worker, fisheries worker, real estate agent, park
does your audience need? In how much detail? or conservation area employee, groundskeeper)
What format and approach would be most
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 B. SPECIES AND SPACES
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Endangered Species and Spaces: identify species and natural places at risk in different parts of the
world, and compare approaches that various countries have taken for their protection (FOCUS ON:
Spatial Significance; Interrelationships)
B2. Human Impacts on Ecosystems: explain how human settlement and activities alter ecosystems
(FOCUS ON: Patterns and Trends; Geographic Perspective)
B3. Ecosystem Characteristics: describe the characteristics of different types of ecosystems, and explain
their relationships with the natural processes in the Earth system (FOCUS ON: Spatial Significance;
Interrelationships)

SPECIFIC EXPECTATIONS
B1. Endangered Species and Spaces B1.3 compare strategies that various countries
have used to protect natural habitats and plant
FOCUS ON: Spatial Significance; Interrelationships and wildlife species (e.g., the national park systems
in Canada and the United States; Sweden’s sixteen
By the end of this course, students will:
environmental quality objectives versus Australia’s
B1.1 assess criteria for classifying species or Biodiversity Conservation Strategy as ways of
natural spaces at risk, and identify species achieving a broad set of environmental protection
and spaces that are at risk in different regions goals; processes used in different countries to
of the world designate species at risk or set harvesting limits)

Sample questions: “What criteria determine Sample questions: “How does the protection
whether a space or species is at risk?” “Who or preservation of spaces help support the
decides whether a species can be designated as preservation of species?” “What is the difference
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

being at risk?” “Are there any species at risk in between preservation and conservation?” “How
your area?” “Should we protect some species does the work of non-governmental conservation
more than others?” organizations, such as the Nature Conservancy
of Canada or Britain’s National Trust, comple-
Using spatial skills: Students can illustrate the ment the role of national parks systems in
global distribution of vulnerable species and protecting ecosystems?”
spaces by annotating a base map of the world’s
major ecosystems with information about
species and places currently at risk in these B2. Human Impacts on Ecosystems
ecosystems and the sustainability challenges
FOCUS ON: Patterns and Trends; Geographic
that they face.
Perspective
B1.2 explain why selected natural spaces and
species are at risk By the end of this course, students will:

Sample questions: “What are some of the more B2.1 describe the beliefs of various groups of
common threats to the survival of species and people, including indigenous peoples, about the
natural spaces?” “What are the major threats to natural environment, and explain how these
the species and spaces that you are investigating? beliefs have contributed to the preservation or
How have these threats developed?” “What do loss of natural spaces
you think is the biggest threat to species and
natural places today? What criteria would you Sample questions: “How do the art and stories
use to help you decide?” of various Aboriginal groups reflect their views

284
 of the natural environment?” “How do various from its natural surroundings?” “Have there
resource-based industries view their respon- been disagreements in the community about
sibilities for protecting species and natural whether it should grow or how it should grow?”
spaces?” “What arguments do environmental
non-governmental organizations use to promote
the protection of the natural environment?” B3. Ecosystem Characteristics

Living in a Sustainable World

FOCUS ON: Spatial Significance; Interrelationships
B2.2 assess impacts of human settlement and
activities on selected ecosystems (e.g., deforestation By the end of this course, students will:
and loss of habitat from resource development in
the boreal forest; loss of habitat and degradation of B3.1 explain ways in which living things depend
water quality from aggregate mining and increased on other components of the Earth system (e.g.,
agriculture in the Carolinian forest in southern atmosphere, lithosphere, hydrosphere) and describe
Ontario; water pollution from industry, agriculture, some of the interactions between them
and human waste in the Florida wetlands; threats
Sample questions: “What does the term ‘global
to coral reefs from rising water temperatures and
commons’ mean? Which components of the
increased human interaction)
global commons are essential to the existence
Sample questions: “What are the benefits of of life on Earth?” “How does the biosphere
protecting the boreal forest, coral reefs, or affect the atmosphere?”
wetlands?” “Can population growth and
Using spatial skills: Students can use a flow
preservation of natural environments coexist,
diagram with visuals to illustrate interrelation-
or does there have to be a winner and a loser?”
ships between different components of the
Using spatial skills: Using a world base map, Earth system.
students can add layers showing ecosystem
and human settlement data in order to identify B3.2 identify the elements of an ecosystem and
and analyse ecosystems that have been affected explain how they interact
CGR4E
by population growth. Web diagrams can be
Sample questions: “How do climate and soils
created to illustrate how an impact on one
affect the types of vegetation in an ecosystem?
element of an ecosystem can affect other
How does the vegetation affect the wildlife?”
elements of the ecosystem.
“Of all the elements in an ecosystem, which one
has the greatest effect on the other elements
B2.3 assess impacts of population growth on
and on the characteristics of that ecosystem?”
the natural environment in their local area,
“What is the place of humans in an ecosystem?
and identify some of the social, economic, and
In what ways do they depend on the other
political consequences of these impacts (e.g.,
components of the ecosystem? What are some of
social: the loss of aesthetic qualities and recreational
the ways in which they affect other components
areas as a consequence of loss of green space;
of the ecosystem?”
economic: the cost of building infrastructure
to manage stormwater runoff and flooding as
B3.3 describe the characteristics of different types
a consequence of an increase in paved area and
of ecosystems in different regions of the world
loss of wetlands; political: the increased need for
government to monitor and regulate air and water Sample questions: “What are the similarities
quality as a consequence of a greater number and and differences between the Siberian tundra
variety of sources of pollution) and the Sahara desert?” “How is the Brazilian
rainforest different from the rainforest found
Sample questions: “How has population
along the west coast of North America?” “Why
growth affected local streams and wetlands?
are some wildlife species, such as the polar bear
What has been the effect on fish and wildlife?
or the koala bear, found only in certain regions
Has the community invested in measures to
of the world?”
protect water quality in the area?” “Has the
community become more car-dependent? How Using spatial skills: Students can support their
has that shift affected air quality? What is the investigations of different kinds of ecosystems
community doing to control air pollution and by adding an ecosystem layer to a world base
its effects?” “Have new industries come into map and adding annotations, including visuals,
SPECIES AND SPACES

the area? How have they affected population to describe the identifying characteristics of
growth, the economy, and the local environ- particular ecological regions.
ment?” “Has the quality of life changed in the
community as it has become more detached

285
 C. SUSTAINABILITY OF NATURAL
RESOURCES
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Strategies and Stewardship Initiatives: assess the contributions of stewardship initiatives by
groups and individuals to the sustainable use and management of natural resources, locally,
nationally, and globally (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Resource Development and Impacts: analyse impacts and issues related to the development and
use of natural resources (FOCUS ON: Interrelationships; Geographic Perspective)
C3. Distribution and Use of Natural Resources: analyse patterns and trends in the availability and
use of natural resources (FOCUS ON: Spatial Significance; Patterns and Trends)

SPECIFIC EXPECTATIONS
C1. Strategies and Stewardship reused; reducing personal consumption; recycling;
Initiatives buying fair-trade products; supporting environmental
non-governmental organizations)
FOCUS ON: Interrelationships; Geographic Perspective
Sample questions: “How does your consumer
By the end of this course, students will: behaviour affect the consumption of natural
resources? How would the demand for natural
C1.1 analyse selected responses by governments, resources be affected if people bought only what
industries, and/or non-governmental organiza- they needed instead of what they wanted?”
tions to resource-related environmental concerns “What effect does your choice of transportation
(e.g., installing stack scrubbers to reduce emissions have on the use of natural resources?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

that cause smog and acid rain; banning the use of

some chemicals; passing laws and regulations to
control discharges of pollutants into water bodies; C2. Resource Development and Impacts
rehabilitating tailing ponds and open-pit mines to
FOCUS ON: Interrelationships; Geographic Perspective
restore habitat; using sustained-yield practices to
maintain healthy fish stocks and forests; creating By the end of this course, students will:
public awareness of an environmental issue and
building support for action), and assess the con- C2.1 assess the environmental impact of a particular
tribution of these actions to responsible and consumer product (e.g., cellphone, bicycle, car,
sustainable resource use and management golf club) over its life cycle, from the extraction
Sample questions: “What was the problem of the resources needed to produce it, through
that led to this response?” “Was government its production and use, to its disposal
regulation needed to support the response? Sample questions: “At what stage in its life
Did non-governmental organizations play a cycle does your product have the greatest
role by influencing public opinion? How did environmental impacts?” “Why do you have
the industry respond to the problem?” “What to pay a disposal fee when you buy some
benefits did this response lead to, for the products?”
environment, the public, and the industry?”
Using spatial skills: Students can create flow
diagrams or concept webs to illustrate the steps
C1.2 describe ways in which individuals can
and the impacts involved in various stages of
contribute to the sustainable use of natural
the life cycle of a product.
resources (e.g., by buying, selling, or donating
good-quality used products so that they may be

286
C2.2 analyse the perspectives of stakeholders Sample questions: “Why might different
concerned with a resource management or countries use different amounts of oil and gas?”
development issue “How do the consumption statistics correlate
with GDP per capita in each country? Are there
Sample questions: “How do various stakeholders,
factors other than national wealth that might
such as First Nations and Inuit people, local
explain why some countries use more or less of

Living in a Sustainable World

residents and businesses, governments, oil
a resource than other countries? Is a country’s
companies, and environmental organizations,
consumption of a particular resource affected
perceive the Alberta oil sands development?
by the availability of the resource in that country
What arguments do they use to support their
or the availability of alternative resources?” “Why
positions? Which arguments do you find most
do we use per capita figures for these compari-
persuasive? Why?” “How might different
sons instead of a country’s total consumption?”
points of view about the development of a
“How have China’s imports of resources changed
resource, such as oil or diamonds, influence
as the country has become more prosperous?”
the choices you make as a consumer?”
“How does water use differ in developed
and underdeveloped countries? What factors
C3. Distribution and Use of Natural influence water use?”
Resources
C3.3 explain changes in the importance of a variety
FOCUS ON: Spatial Significance; Patterns and Trends of resources over time (e.g., feather quills [once
used as pens], kerosene [once used as lamp oil], coal
By the end of this course, students will: [once used for heat and steam power, now used for
electricity], lithium [now used in rechargeable
C3.1 analyse factors affecting the global distribution batteries])
of major types of renewable and non-renewable
Sample questions: “How is a resource defined?”
natural resources, and assess some of the conse-
“Are some resources more important than CGR4E
quences of the distribution and availability of
others?” “Can you identify some things that
these resources
were considered resources in the recent and
Sample questions: “What factors determine distant past that are not considered resources
where fresh water can be found? Why is fresh today? Can you identify some things that are
water not available in desert areas?” “In what considered resources in one culture but not
parts of the world are metallic and non-metallic another? What are some resources that we use
mineral deposits and fossil-fuel deposits found?” today that might not be resources in the future?”
“Why might a country possess a natural resource
but not extract it?” “How might the availability C3.4 describe how population growth affects
of a resource or the lack thereof in a particular the availability and consumption of a variety
country influence the way of life of people in of resources
that country?” “Why might countries go to war
Sample questions: “How does population
over natural resources?” “Where in Canada
growth affect the consumption of oil?” “Does
are the best places for the production of wind,
population growth increase the need to find more
solar, geothermal, and tidal energy?”
distant sources of supply for some resources,
Using spatial skills: Students can select a such as food and water?” “Can population
resource, such as fresh water, oil and gas, growth lead to the loss of some resources?” “Why
bauxite, chromite, coltan, or arable land, and might it be important to preserve agricultural
construct maps showing where this resource land close to urban communities?”
is located across the world. Annotations can
Using spatial skills: Students can use graphs
provide further details about the resource,
SUSTAINABILITY OF NATURAL RESOURCES

and maps to illustrate the link between urban

such as its abundance, quality, and accessibility.
growth and the loss of arable land in Ontario.
Teachers should ensure that a broad range of
resources is represented in the class. Students
C3.5 analyse factors that might influence people
can then compare their maps to determine
to use alternatives to certain natural resources
which countries of the world are resource rich
or find alternative sources of supply (e.g., scarcity
and which ones appear to be resource poor.
of a resource, political uncertainty, environmental
consequences, ethical concerns)
C3.2 analyse the consumption of resources in
countries at different levels of development Sample questions: “Why are we increasingly
(e.g., per capita consumption of oil and gas, steel, dependent on expensive and possibly harmful
fresh water, grain, and fertilizer in selected developed, techniques, such as fracking or offshore drilling,
developing, and underdeveloped countries) for our oil and gas supplies?” “Why are some

287
 companies considering the possibility of
extracting metals from the ocean floor or from
asteroids and nearby planets?” “What are the
factors driving the demand to replace fossil
Grade 12, Workplace Preparation

fuels with alternative sources of energy?”

“What are conflict minerals, and how did
ethical concerns about them support the
development of diamond mining in Canada?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

288
D. ECOSYSTEMS AND HUMAN
ACTIVITY

Living in a Sustainable World

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Protecting the Natural Environment: assess the role of various strategies, organizations, and
agreements in reducing the impact of human activity on the environment (FOCUS ON: Interrelationships;
Geographic Perspective)
D2. Impacts of Human Activities: analyse impacts of human activities on ecological processes and on
plant and animal species (FOCUS ON: Spatial Significance; Interrelationships)
D3. Ecological Processes: explain how various ecological and biological processes sustain life on Earth
(FOCUS ON: Patterns and Trends; Interrelationships)

SPECIFIC EXPECTATIONS
wetland, a woodlot, a quarry, a mine) as a result CGR4E
D1. Protecting the Natural Environment
of a rehabilitation or restoration project
FOCUS ON: Interrelationships; Geographic Perspective
Using spatial skills: Students can support their
By the end of this course, students will: investigation of environmental remediation by
conducting a field study of a local area that has
D1.1 describe strategies that have been used to undergone restoration or rehabilitation.
reduce pollution from human activities (e.g.,
banning the use of polluting chemicals; reformulating
products to eliminate harmful ingredients, such as D2. Impacts of Human Activities
phosphates in detergents; installing filtration devices,
FOCUS ON: Spatial Significance; Interrelationships
such as stack scrubbers or catalytic converters,
to remove pollutants from emissions; using non- By the end of this course, students will:
chemical alternatives to aerosol sprays, pesticides,
and other products containing harmful chemicals) D2.1 describe ways in which humans have altered
Sample questions: “How does scientific research ecological processes (e.g., by draining wetlands,
contribute to the discovery and solution of paving over land, contaminating land and water
pollution problems? What part do governments, with chemicals, deforestation, overharvesting), and
universities, and private industry play in this explain the impacts of these activities on natural
research?” “How can individuals help to systems (e.g., loss of habitat, lowering of the water
minimize pollution?” table, increase in levels of carbon dioxide in the
atmosphere, loss of species, disruption of food
D1.2 assess ways in which international organiza- chains, formation of urban heat islands and related
tions and agreements help to protect the global impacts on air and water quality)
ECOSYSTEMS AND HUMAN ACTIVITY

environment (e.g., organizations: Greenpeace,

World Wildlife Fund, Sierra Club, Intergovernmental D2.2 assess the effects on a natural system of the
Panel on Climate Change, United Nations removal or introduction of a species (e.g., rabbits
Environment Programme; agreements: Kyoto in Australia, zebra mussels in the Great Lakes,
Protocol, Montreal Protocol, Great Lakes Water apple snails in Hawaii, Monterey pines in New
Quality Agreement) Zealand, brown tree snakes on Guam)
Sample questions: “Why would people deliber-
D1.3 assess physical and biological changes that ately introduce a foreign species into a natural
have occurred in a local area (e.g., a creek, a environment?” “Why do customs officers ask if
you are bringing any plants or animals into the
country?”

289
 D2.3 identify major types of pollutants and their Sample questions: “How do the non-living
sources (e.g., toxic chemicals and heavy metals, components of an ecosystem affect the type and
smog, acid precipitation, bacteria in water, nutrients amount of vegetation in the system?” “What
in water, noise, light), and explain their effects determines the number and variety of animals
Grade 12, Workplace Preparation

on plants and animals, including humans (e.g., in an ecosystem?” “How do decomposers

reduced fertility, cancers, birth defects, cardiores- support the sustainability of an ecosystem?”
piratory disorders, neural disorders, detrimental
confusion among sea turtle hatchlings) D3.2 describe key nutrient cycles and energy flows
in the Earth system (e.g., the carbon/oxygen,
Sample questions: “How is it possible for large
nitrogen, and hydrologic cycles)
fish and the predators that eat them to have
large amounts of toxic pollutants in their tissues Sample questions: “Where do plants get the
when only a small quantity of these pollutants energy they need to grow?” “What happens to
is present in the water?” “How do agricultural the energy stored in uneaten food and in dead
fertilizers or phosphates in detergents affect plants and animals?” “How does lightning
plant and animal life in lakes?” “Why is it help to support life on Earth?” “Why is it
sometimes difficult to prove that a particular important to understand the hydrologic cycle?”
pollutant has a specific effect? Why might this Using spatial skills: Students can create flow
make it difficult for people to understand or diagrams to illustrate the processes involved in
believe that a pollution problem exists?” “Why major nutrient cycles, such as the water, carbon,
might there be many points of view about the and nitrogen cycles.
effects of pollution?”
Using spatial skills: Constructing annotated D3.3 describe the process of natural ecological
maps showing pollution impacts and pollution succession in a variety of natural communities
sources for various regions can help students in Sample questions: “What changes happen to
their investigation of distribution patterns and a forest over time?” “How does a beach change
relationships between affected areas and sources. naturally over time?” “How does a volcanic
Graphs can be added to show trends in pollutant island become repopulated with plants and
emissions and environmental concentrations animals after an eruption?”
over time, as well as trends in impacts.

D3. Ecological Processes

FOCUS ON: Patterns and Trends; Interrelationships

By the end of this course, students will:

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

D3.1 describe relationships between the non-living

and living components of an ecosystem (e.g.,
non-living: sunlight, temperature, precipitation,
soils; living: producers, consumers, and decomposers)

290
E. COMMUNITY ACTION

Living in a Sustainable World

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Working Together: assess the contribution of various individual, workplace, and community
initiatives to reducing the human impact on the natural environment (FOCUS ON: Interrelationships;
Geographic Perspective)
E2. Ecological Footprints: assess impacts of human behaviour on the natural environment (FOCUS ON:
Patterns and Trends; Interrelationships)
E3. Community Infrastructure: assess environmental impacts of various types of infrastructure,
systems, and services at the community and regional levels, and assess ways of reducing these
impacts (FOCUS ON: Spatial Significance; Interrelationships)

SPECIFIC EXPECTATIONS
E1. Working Together public opinion and on people’s behaviour?”
“How influential have the media been in affecting CGR4E
FOCUS ON: Interrelationships; Geographic Perspective public opinion about environmental concerns?”
“What is the best way to encourage teenagers
By the end of this course, students will:
to live in a more environmentally friendly way?”
E1.1 analyse the contributions of selected individ-
uals, businesses, and organizations to resolving
environmental issues of concern to their local
E2. Ecological Footprints
community FOCUS ON: Patterns and Trends; Interrelationships
Sample questions: “What have individuals,
By the end of this course, students will:
such as David Suzuki, Robert Kennedy Jr., and
Maude Barlow done to raise awareness about E2.1 calculate their ecological footprints and
environmental concerns or promote solutions create a plan to reduce personal consumption
to environmental problems that are of concern and waste
to your community?” “What do some businesses
that operate in your community do to reduce Sample questions: “How does your ecological
the environmental impact of their operations or footprint compare with the Canadian average?”
of the products they sell? Do any businesses in “What areas of consumption had the greatest
your community sell fair-trade products? What effect on your footprint? How might you reduce
environmental criteria do products have to meet this part of your footprint?”
in order to receive fair-trade designation?” “Are
there any organizations in your community E2.2 compare typical ecological footprints of
that deal with local environmental concerns?” people in countries in various parts of the
“How effective was this local initiative? What world, and identify, through analysis, possible
criteria would you use to judge its effectiveness?” causes of the differences between them

E1.2 evaluate the effectiveness of various public E2.3 analyse the environmental impact of a
awareness campaigns and initiatives in promot- variety of household appliances and products
ing positive environmental change (e.g., Earth (e.g., the energy consumption of various appliances;
COMMUNITY ACTION

Day, Earth Hour, Flick Off, Every Kilowatt Counts, the effects of chemicals used in cleaning agents, paint,
One Hundred Kilometre Diet, the Free Rice Challenge fertilizers, pesticides)
of the World Food Programme, Waste-Free Lunch Sample questions: “What does the Energy Star
Challenge, Idle No More) label on an appliance tell you about its environ-
Sample questions: “How much influence do you mental impact?” “How might buying a more
think various awareness initiatives have had on expensive appliance save you money?”

291
 E2.4 analyse the impact of consumer behaviour Sample questions: “Why should people not put
on the environment (e.g., transportation choices, hazardous waste, such as batteries and paint,
water and energy consumption, product choices) in their garbage? What is the environmental
impact of these materials when they are sent
Sample questions: “How can a person’s shopping
Grade 12, Workplace Preparation

to a landfill? What kinds of waste should be

habits and choices affect the sustainability of
considered hazardous?”
natural resources?” “How would the consump-
tion of resources change if people bought less of
E3.3 describe the environmental impact of trans-
what they wanted but didn’t really need?” “Do
portation in their community, and assess the
businesses have a responsibility to promote and
possibility of using alternative approaches to
support more sustainable consumer behaviour?
meeting the community’s transportation needs
How can consumers encourage businesses to
reduce the environmental impact of their prod- Sample questions: “What forms of transportation
ucts?” “In what ways do businesses encourage are used most in your community? What are
recycling of their products?” the environmental impacts associated with
their use?” “Are there alternative forms of
transportation that could be used? Would most
E3. Community Infrastructure people in the community have access to them?
Could the community afford to build the infra-
FOCUS ON: Spatial Significance; Interrelationships
structure that these alternative systems would
By the end of this course, students will: need? How could people be persuaded to use
these alternative systems?” “Are there ways
E3.1 assess the environmental impact of water of reducing the environmental impact of the
supply and wastewater management systems transportation systems that are already in use?”
in various communities
E3.4 describe the environmental impact of different
Sample questions: “What precautions do people
methods of power generation, and assess the
need to take if their water comes from a well?”
possibility of using alternative sources of energy
“How do older sewer systems that carry both
generation (e.g., solar, water, wind, geothermal) to
stormwater and household sewage threaten local
provide electricity for their own community
rivers and lakes? Are there any such systems in
your community? What is being done to manage Sample questions: “What are the major sources
the problems associated with these systems?” of electrical power in Ontario, and what
“What is meant by the term grey water? What environmental impacts are associated with
can it be used for? What are the environmental each of these sources?” “How does the location
benefits of reusing grey water?” “Why might of a site influence the feasibility of different types
a disproportionate number of First Nations of power generation there?” “What alternative
communities be on a long-standing boil-water sources would be practical for our area?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

advisory?”

E3.2 assess the environmental impact of various

methods of waste disposal (e.g., landfilling,
incineration, recycling, composting, transporting
to other communities)

292
HISTORY
INTRODUCTION
The study of history fulfils a fundamental human desire to understand the past. It also
appeals to our love of stories. Through the narrative of history, we learn about the people,
events, emotions, struggles, and challenges that produced the present and that will
shape the future. The study of history enables students to become critically thoughtful
and informed citizens who are able to interpret and analyse historical, as well as current,
issues, events, and developments, both in Canada and the world.

Strands
Each course in Grade 11 and 12 history has five strands, except for Adventures in World
History (CHM4E), which has four strands. In all history courses, strand A, Historical
Inquiry and Skill Development, is followed by the content strands, which are organized
using a chronological or modified chronological approach.

Citizenship Education
The expectations in the Grade 11 and 12 history courses provide opportunities
for students to explore a number of concepts connected to the citizenship
education framework (see page 13).

293
 The Concepts of Historical Thinking
The four concepts of historical thinking – historical significance, cause and consequence, continuity
and change, and historical perspective – underpin thinking and learning in all history courses in the
Canadian and world studies program. At least one concept of historical thinking is identified as the
focus for each overall expectation in the content strands of these courses. The following chart describes
each concept and provides sample questions related to it. These questions highlight opportunities for
students to apply a specific concept in their studies. (See page 16 for a fuller discussion of the concepts
of disciplinary thinking.)
History

Historical Significance
This concept requires students to determine the importance of something (e.g., an issue, event,
development, person, place, interaction, etc.) in the past. Historical importance is determined generally
by the impact of something on a group of people and whether its effects are long lasting. Students
develop their understanding that something that is historically significant for one group may not be
significant for another. Significance may also be determined by the relevance of something from the
past and how it connects to a current issue or event.

Related Questions*
− Why do you think that certain people or events become national symbols? (CHC2P, D3.1)
− What criteria would you use to assess the significance of wartime legislation? Who felt the greatest
impact from such legislation? (CHC2D, B1.4)
− What are some ways in which youth subcultures during this period were tied to the music they were
listening to? What associations were there between types of music and the values and/or behaviour
of these youth? (CHT3O, D3.4)
− Why would religious leaders have chosen to build the Al-Aqsa mosque on the spot of the Temple
Mount in the Old City of Jerusalem? How did that decision lead to this site’s becoming one of the
most contested in the world? (CHM4E, B4.3)
Cause and Consequence
This concept requires students to determine the factors that affected or led to something (e.g., an event,
situation, action, interaction, etc.) and its impact/effects. Students develop their understanding of the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

complexity of causes and consequences, learning that something may be caused by more than one factor
and may have many consequences, both intended and unintended.

Related Questions
− What impact did medical advances such as the development of penicillin and improvements in blood
transfusions have on Canadian forces during World War II? (CHC2P, C1.2)
− What impact did Canada’s responses to the Second Gulf War and the military mission in Afghanistan
have on our relationship with the United States? (CHC2D, E3.4)
− What role did religious conflict play in the decline of the Kingdom of Aksum? What happened to the
people displaced from this society by the expansion of Islam? (CHW3M, D1.1)
− What criteria would you use to assess the consequences of the Rebellions of 1836–37? If you were to
rank the consequences, how might the order change depending on whether you were French or
English, rich or poor? (CHI4U, C2.3)

* These questions are drawn directly from the overview charts that precede the history courses and from the sample
questions that accompany many specific expectations. To highlight the continuity between the history courses in Grade 11
and 12 and those in Grade 10, and to show possible development in the use of the concepts of historical thinking over those
grades, the chart includes some questions from the Grade 10 history curriculum as well.

294
Continuity and Change
This concept requires students to determine what has stayed the same and what has changed over a
period of time. Continuity and change can be explored with reference to ways of life, political policies,
economic practices, relationship with the environment, social values and beliefs, and so on. Students
make judgements about continuity and change by making comparisons between some point in the
past and the present, or between two points in the past.

Related Questions
− What was new about the teen subcultures that developed after World War II? In what ways were the

History
lives of youth in the 1950s and 1960s different from those who lived in the 1920s? (CHC2P, D1.1)
− What are some similarities and differences between the tech bubble of the 1990s and economic
developments during the 1920s? (CHC2D, E1.3)
− How do we identify, and determine the importance of, turning points in an ethnic group’s history?
(CHE3O, Overview)
− Why might the contract with Walt Disney to distribute and promote the films of Miyazaki be seen as
a cultural turning point? (CHY4C, E3.3)
Historical Perspective
This concept requires students to analyse past actions, events, developments, and issues within the
context of the time in which they occurred. This means understanding the social, cultural, political,
economic, and intellectual context, and the personal values and beliefs, that shaped people’s lives and
actions. Students need to be conscious of not imposing today’s values and ethical standards on the past.
Students also learn that, in any given historical period, people may have diverse perspectives on the
same event, development, or issue.

Related Questions
− How did different groups in Canada respond to the rise of the Nazis? What social attitudes and values
are reflected in those responses? (CHC2P, C3.2)
− What were the positions of Africville residents, municipal politicians in Halifax, and other groups on the
expropriation of Africville? How might you explain differences in these points of view? (CHC2D, D2.1)
− How did colonists view various Native American nations during this period? Did all colonists have the
same view? If not, what factors might account for the differences? (CHA3U, B2.1)
− What was the basis for social Darwinism? How did these ideas support imperialist expansion in specific
regions of the world? (CHY4U, D3.1)

INTRODUCTION

295
 The Historical Inquiry Process
In each history course in the Canadian and world studies curriculum, strand A focuses explicitly
on the historical inquiry process, guiding students in their investigations of events, developments,
issues, and ideas. This process is not intended to be applied in a linear manner: students will use the
applicable components of the process in the order most appropriate for them and for the task at hand.
Although strand A covers all of the components of the inquiry process, it is important to note that
students apply skills associated with the inquiry process throughout the content strands in each
course. (See page 32 for a fuller discussion of the inquiry process in the Canadian and world studies
program.)
History

The following chart identifies ways in which students may approach each of the components of the
historical inquiry process.

Formulate Questions
Students formulate questions:
− to explore various events, developments, and/or issues that are related to the overall expectations
in order to identify the focus of their inquiry
− to help them determine which key concept or concepts of historical thinking are relevant to their
inquiry
− that reflect the selected concept(s) of historical thinking
− to develop criteria that they will use in evaluating evidence and information, making judgements
or decisions, and/or reaching conclusions
Gather and Organize
Students:
− collect relevant evidence and information from a variety of primary sourcesa and secondary sources,b
including, where possible, community sourcesc
− determine if their sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the evidence and information from their sources
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− record the sources of the evidence and information they are using
− decide whether they have collected enough evidence and information for their investigation

a. Primary sources may include, but are not limited to, artefacts, art works, census data and other statistics, diaries, letters,
legislation and policy documents, oral histories, period newspapers, photographs, speeches, treaties, and some maps.
b. Secondary sources may include, but are not limited to, current news and scholarly articles, documentaries and other
films, reference books, textbooks, and most websites.
c. Community sources may include, but are not limited to, local museums and heritage sites, and resources from community
groups and associations.

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Interpret and Analyse
Students:
− analyse evidence and information, applying the relevant concepts of historical thinking (see preceding
chart)
− use different types of graphic organizers to help them interpret and/or analyse their evidence and
information
− identify the key points or ideas in each source
− interpret maps to help them analyse events, developments, and/or issues
− analyse their sources to determine the importance of the event, development, or issue for individuals

History
and/or groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize evidence, information, and/or data, and make informed, critical judgements based on that
evidence, information, and/or data
− make connections between the past and present
− determine the short- and long-term consequences of events, developments, and/or issues for different
individuals, groups, and/or regions
− assess whether an event or action was ethically justifiable, given the context of the time
− reach conclusions about events, developments, and/or issues, and support them with their evidence
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, multimedia) for different audiences and purposes
− communicate their arguments, conclusions, and judgements clearly and logically
− use historical terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

297
American History, Grade 11
University Preparation CHA3U

This course explores key aspects of the social, economic, and political development of the
United States from precontact to the present. Students will examine the contributions of
groups and individuals to the country’s evolution and will explore the historical context
of key issues, trends, and events that have had an impact on the United States, its identity
and culture, and its role in the global community. Students will extend their ability to
apply the concepts of historical thinking and the historical inquiry process, including the
interpretation and analysis of evidence, when investigating various forces that helped
shape American history.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of American history

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

299
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 11, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. The United States, Precontact to 1791

B1. Social, Economic, and Political Context: analyse the While establishing a new What are the major
significance, for different groups in the United States, of way of life in the American turning points in colonial
various social, economic, and political practices and colonies, settlers had an American history?
developments prior to 1791 (FOCUS ON: Continuity and impact on the way of life
How do we know what we
Change; Historical Perspective) of Native Americans.
know about the lives of
Political decisions during people during the colonial
this period set the period of the United
groundwork for the States?
United States today.
What criteria would you
B2. Communities, Conflict, and Cooperation: analyse The relationship between use to judge the long-term
relations between various groups, and between colonists and Native impact of developments
different groups and the environment, in the United Americans was during this period on the
States prior to 1791, and assess the impact of these characterized by both United States and on
interrelationships (FOCUS ON: Historical Significance; conflict and cooperation. American identity?
Cause and Consequence)

B3. Identity, Citizenship, and Heritage: analyse how During this period, the
some individuals and a variety of social and political lives of people from some
forces prior to 1791 affected the development of groups changed for the
identity, citizenship, and heritage in the United States better while the lives of
(FOCUS ON: Continuity and Change; Historical others changed for the
Perspective) worse.

C. The United States, 1791–1877

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

C1. Social, Economic, and Political Context: describe The Industrial Revolution How did conflict shape
various social, economic, and political events, trends, had an impact on the the United States during
and developments that occurred in, or affected people social, cultural, economic, this period?
in, the United States between 1791 and 1877, and assess and political development
When should people fight
their impact (FOCUS ON: Historical Significance; Continuity of the United States.
for what they believe in?
and Change)

C2. Communities, Conflict, and Cooperation: analyse There were significant How might differing
developments affecting interrelationships between conflicts within the United social values, beliefs, and
different groups in the United States, and between the States and between the attitudes exacerbate
United States and other countries, from 1791 to 1877 United States and other tensions between groups?
(FOCUS ON: Cause and Consequence; Historical countries during this
Perspective) period.

C3. Identity, Citizenship, and Heritage: analyse the Immigration, territorial

impact of various people, policies, and practices on the expansion, and the end of
development of identity, citizenship, and heritage in slavery during this period
the United States between 1791 and 1877 (FOCUS ON: played a large role in
Continuity and Change; Historical Perspective) shaping American identity.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

300
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*

American History
Historical Thinking

D. The United States, 1877–1945

D1. Social, Economic, and Political Context: describe The rapid growth of the Is it accurate to call this
various social, economic, and political events, trends, United States during this period the Progressive Era?
and developments in the United States between period created internal
What factors contribute to
1877 and 1945, and analyse their key causes and and external tensions.
conflict? To what extent
consequences (FOCUS ON: Cause and Consequence;
does conflict arise from
Historical Perspective)
disagreements among
D2. Communities, Conflict, and Cooperation: describe Social reform movements different groups as to what
significant issues that led to conflict and cooperation in in the United States during is important?
the United States between 1877 and 1945, and analyse this period developed in
the impact of these interactions (FOCUS ON: Historical response to conflict and How did the participation
Significance; Continuity and Change) injustice. of the United States in
international wars during
D3. Identity, Citizenship, and Heritage: analyse the Developments in popular this period change the way
impact of various policies, groups, and cultural and culture during this period the country was viewed? CHA3U
technological developments on identity, citizenship, and helped spread particular
heritage in the United States between 1877 and 1945 images of the United Should governments
(FOCUS ON: Cause and Consequence; Historical Perspective) States around the world. apologize and/or
compensate people for
past injustices?

E. The United States since 1945

E1. Social, Economic, and Political Context: describe The role of the United Does the reputation of
various social, economic, and political events, trends, States on the international the United States as a
and developments in the United States since 1945, and stage has continued to superpower continue
analyse their key causes and consequences (FOCUS ON: have an impact on to be merited?
Cause and Consequence) international relations and
What criteria would you
American politics.
use to judge the impact
E2. Communities, Conflict, and Cooperation: analyse American society of shifting relationships
how various events and developments have affected continues to be marked between religious and
specific groups in the United States, and relations by regional, religious, social groups in the
between the United States and other countries, since racial, ethnic, class, and United States?
1945 (FOCUS ON: Historical Significance; Continuity and political divisions.
Change) How divided is the United
States?
E3. Identity, Citizenship, and Heritage: analyse how Changing social beliefs/
various groups, trends, and cultural developments have values, consumer culture, Can reform movements
affected identity, citizenship, and heritage in the United and demographic lead to broad-based
States since 1945 (FOCUS ON: Historical Significance; developments have all change?
Historical Perspective) affected American identity
during this period.
OVERVIEW

301
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 11, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of American history;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering emphasis and omission as well as the
perspective, bias, accuracy, purpose, and context of
A1.1 formulate different types of questions to the source and the values and expertise of its author)
guide investigations into issues, events, and/or
developments in American history (e.g., factual Sample questions: “What biases might you
questions: What was the Monroe Doctrine?; expect to find in a newspaper article about
comparative questions: What were the main American foreign policy written at the height
similarities and differences in the treatment of of the Cold War? Why is it important to place
African Americans before the abolition of slavery such sources in historical context?”
and during the Jim Crow era?; causal questions:
What criteria should be used to determine the most A1.4 interpret and analyse evidence and informa-
important causes of the American Revolution?) tion relevant to their investigations, using various
tools, strategies, and approaches appropriate
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant evidence and for historical inquiry (e.g., develop criteria to rank
information on aspects of American history the significance of the causes of the War of 1812; use
from a variety of primary and secondary sources a concept map to help them determine the short-
(e.g., primary: artefacts, autobiographies, diaries/ and long-term consequences of Reconstruction;
journals, letters, maps, period newspaper articles, compare press reports relating to Freedom Summer
photographs, political cartoons, treaties; secondary: from northern and southern newspapers)
books and/or articles from the library, documentaries Sample questions: “What criteria might you use
or other films, later newspaper articles, textbooks, to assess the impact of the Progressive Era on
websites), ensuring that their sources reflect a American society and politics?” “How does this
range of perspectives source view President Kennedy’s response to
Sample questions: “What types of sources might the Cuban Missile Crisis? Is the author’s inter-
you consult to get a sense of the perspectives of pretation consistent with that in your other
people on both sides of the U.S. Civil War as sources? If not, how will you decide which
well as the perspectives of different groups in argument is most persuasive?”
both the Union and the Confederacy?” “Where
might you find sources that can give you a sense A1.5 use the concepts of historical thinking (i.e.,
of the social and/or political response to a historical significance, cause and consequence,
pivotal court decision in American history?” continuity and change, and historical perspective)
when analysing, evaluating evidence about, and
formulating conclusions and/or judgements

302
 regarding issues, events, and/or developments A1.9 use appropriate terminology when com-
in American history (e.g., use the concept of municating the results of their investigations
historical significance when assessing the impact (e.g., vocabulary specific to their inquiry topics;
of the Industrial Revolution on groups and/or terminology related to history and to the concepts
individuals; use the concept of cause and consequence of historical thinking)
when analysing the context for and impact of the
civil rights movement; use the concept of continuity
and change when exploring the ideas in the A2. Developing Transferable Skills

American History
Declaration of Independence; use the concept of Throughout this course, students will:
historical perspective when analysing interactions
between early settlers and Native Americans to A2.1 describe several ways in which historical
ensure that they consider multiple points of view) investigation can help them develop skills,
Sample questions: “What concept or concepts including the essential skills in the Ontario
of historical thinking would be the most appro- Skills Passport (e.g., skills related to reading text,
priate to consider when investigating the goals writing, document use, computer use, oral com-
of the women’s rights movement and the munication, numeracy), that can be transferred
evolution of women’s rights in the United to postsecondary opportunities, the world of
States since 1848? Why would this concept work, and everyday life
(these concepts) be particularly useful?”
A2.2 apply in everyday contexts skills and work
A1.6 evaluate and synthesize their findings to habits developed through historical investigation
formulate conclusions and/or make informed (e.g., use skills to analyse statistics, to assess the
judgements or predictions about the issues, credibility of sources in an article they are reading,
events, and/or developments they are to understand and appreciate multiple perspectives
investigating and engage in informed discussions, to analyse the
historical context of historical fiction, to identify CHA3U
Sample questions: “Based on your findings, bias in media; apply work habits such as self-
what predictions would you make about regulation to monitor their progress on a task, or
America’s future economic role in the world?” initiative to identify strategies that will enable
“What conclusions have you reached about the them to successfully complete a task)
role of American imperialism in the Mexican-
American War? What evidence supports your A2.3 apply the knowledge and skills developed in
conclusions?” the study of American history when analysing
current social, economic, and/or political
A1.7 communicate their ideas, arguments, and issues, in order to enhance their understanding
conclusions using various formats and styles, of these issues and their role as informed
as appropriate for the audience and purpose citizens
(e.g., a seminar on the labour movement in the first
half of the twentieth century; an essay on how Sample questions: “Can you see any parallels
westward expansion in the nineteenth century between current socio-economic challenges and
affected Native Americans; a debate on whether similar challenges in American history?” “What
the United States has lived up to the ideas can we learn from attitudes towards and/or
expressed in the Declaration of Independence; responses to this issue in the past? Why might
a presentation on rural life during the Great different groups have different perspectives on
Depression; a “heritage minute” video on an this issue?”
individual who helped change American society;
A2.4 identify various careers in which the HISTORICAL INQUIRY AND SKILL DEVELOPMENT
a wiki entry on a key court decision relevant to the
civil rights movement; a blog about the historical skills learned in history might be useful (e.g.,
accuracy of a film about the War in Vietnam) archaeologist, archivist, curator, educator, game
designer, journalist, librarian, policy analyst,
A1.8 use accepted forms of documentation political speech writer, politician, researcher)
(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to reference
different types of sources (e.g., archival sources,
articles, art works, blogs, books, films or videos,
oral evidence, websites)

303
 B. THE UNITED STATES, PRECONTACT
TO 1791
Grade 11, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Social, Economic, and Political Context: analyse the significance, for different groups in the United
States, of various social, economic, and political practices and developments prior to 1791 (FOCUS ON:
Continuity and Change; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse relations between various groups, and between
different groups and the environment, in the United States prior to 1791, and assess the impact of
these interrelationships (FOCUS ON: Historical Significance; Cause and Consequence)
B3. Identity, Citizenship, and Heritage: analyse how some individuals and a variety of social and
political forces prior to 1791 affected the development of identity, citizenship, and heritage in the
United States (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political Sample questions: “What impact did social
Context hierarchies have on women’s roles in colonial
America? What differences were there between
FOCUS ON: Continuity and Change; Historical the lives of women in a wealthy New England
Perspective family and in a pioneer family on the frontier?
Between a white servant and a Black slave?
By the end of this course, students will: How did the status of these women affect their
maternal role and practices?”
B1.1 compare various aspects of life of different
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Native American nations in the United States B1.3 describe key British policies that had an
prior to contact with Europeans (e.g., with impact on the American colonies during this
reference to economies, spirituality, oral traditions, period (e.g., the establishment of the Virginia
relationships with the environment, political Company, the Navigation Acts, salutary neglect,
organization, lifestyles, arts and culture, gender conflicts with France over control of North
roles, child-rearing practices) America, Britain’s role in the transatlantic slave
Sample questions: “In what ways were the lives trade, the Stamp Act, the Declaratory Act, the
of Native people on the Great Plains different Townshend Duties), and analyse their influence
from those of Native people who lived near on American economic and political
the Great Lakes? What factors might account development
for those differences?” “How were the roles Sample questions: “What is the significance of
of women and children viewed in different the British policy of salutary neglect in colonial
Native groups?” “What were the interconnections American history?” “What was the impact of
between this group’s spiritual practices the Virginia Company on the types of labour
and beliefs and its relationship with the used in the colonial United States?” “Why
environment?” might some people consider the Revenue Act of
1764 to be a turning point in American history?
B1.2 compare various aspects of life of different Why did Britain think this act was necessary?”
groups living in the colonial United States (e.g., “Why did the signing of the Quebec Act of 1774
Quakers in New England, European settlers and elicit outrage among many American colonists?
Native American nations on the frontier, merchants In what ways was this act a trigger for the
and artisans in developing towns, slaves in rural move towards independence from Britain?”
and urban areas, farmers, plantation owners,
women and/or children from different classes)

304
B1.4 describe key political changes that occurred Confederacy, trade among Native peoples, early
during and following the American Revolution cooperation between Native American nations and
(e.g., the Declaration of Independence, the Articles European settlers, cooperation among American
of Confederation, the Constitution, the Bill of Rights), colonists to boycott British goods, the Continental
and assess their significance for different groups Congress), and explain their importance
Sample questions: “What were the major differ- Sample questions: “What was the political
ences in the political ideas of the old British and economic significance of the Five Nations
colonial administration and the new American Confederacy?” “What groups came together

American History
republic?” “How were the ideas of the Founding in the American colonies to rebel against British
Fathers reflected in the structure of the govern- authority?”
ment in the new republic?”
B2.4 identify some of the main challenges and
opportunities presented by the environment
B2. Communities, Conflict, and in the United States during this period, with
Cooperation reference to both Native American nations and
European colonists (e.g., variations in climate,
FOCUS ON: Historical Significance; Cause and
land forms, natural resources), and analyse their
Consequence
impact (e.g., whether communities were nomadic or
settled, agricultural or hunter-based; items/materials
By the end of this course, students will:
available for trade, production, and/or consumption;
B2.1 analyse how various factors affected relations impact on housing, clothing, crops, and/or trans-
between European settlers and Native American portation routes)
nations during this period (e.g., with reference to Sample questions: “What are some ways in which
military alliances, Peace and Friendship Treaties, the environment affected the lives of various
the exchange of knowledge and technology, the Native American peoples in the precontact
work of missionaries, the impact of Western diseases era? What are some of the ways in which they CHA3U
on Native American populations, competition for managed their environments?” “What were some
land and resources in the face of increasing European of the environmental challenges colonists faced
settlement, the introduction of new weapons, in Jamestown and Plymouth? How did they
Europeans’ oppression of Native American peoples, learn to overcome these challenges?” “What
the Royal Proclamation of 1763, the Northwest impact did the suitability of land for crops such
Ordinance) as tobacco have on dominant groups in American
Sample questions: “What impact did colonists’ society during this period? What were some of
growing demands for land have on Native the long-term effects of tobacco farming?”
American nations?” “How did colonists view
various Native American nations during this
period? Did all colonists have the same view?
B3. Identity, Citizenship, and Heritage
If not, what factors might account for the FOCUS ON: Continuity and Change; Historical
differences?” Perspective

B2.2 analyse various military conflicts in the By the end of this course, students will:
United States prior to 1791 from different
perspectives, including, where applicable, B3.1 describe how various imperial powers
the perspectives of Native American nations contributed to the colonization/settlement of
(e.g., Iroquois‑Huron conflicts, King Philip’s War, the United States prior to its independence (e.g.,
Bacon’s Rebellion, King William’s War, the Stono the French in the Louisiana territory and the Great
THE UNITED STATES, PRECONTACT TO 1791

Rebellion, the Seven Years’ War, Pontiac’s Rebellion, Lakes–St. Lawrence River region; the Spanish in
the Boston Massacre, the War of Independence) Florida and the southwest; the Dutch along the
Hudson River; the Swedes along the Delaware
Sample questions: “What were the ramifications
River; the British in the Thirteen Colonies; the
of the Seven Years’ War for various Native
Russians in Alaska), and analyse their short- and
American nations and the Thirteen Colonies?
long-term impact on the development of identity
How great a role did this conflict play in events
and/or heritage in the United States
leading to the American Revolution?”
Sample questions: “Why were European powers
B2.3 analyse significant instances of social, competing for territory in the regions that now
economic, and/or political cooperation among constitute the United States? How did the con-
various groups and communities in the United flicts between these powers play out in these
States prior to 1791 (e.g., the Five Nations regions?”

305
 B3.2 explain some key differences among the land rights and ways of life, discrimination
Thirteen Colonies (e.g., with reference to their against Catholics, the Salem witch trials, the
beginnings as charter, proprietary, or royal colonies; status of women)
types of landownership; types of labour for and
Sample questions: “What social attitudes were
Grade 11, University Preparation

general treatment of Black slaves; origins of

reflected in anti-Catholic laws and policies in
settlers; Native populations; economic base; level
the United States during this time period? In
of urbanization; religion), and analyse how these
what ways have these social attitudes changed
differences contributed to the development of
over time?” “To what extent did the laws and
distinct regional identities in the United States
policies of the new country reflect the ideas of
Sample questions: “How did early models of liberty and equality expressed in the Declaration
English settlement shape the American colonial of Independence?” “Why did Abigail Adams
experience? What was the long-term legacy of ask her husband to ‘remember the ladies’ when
these models?” he was helping to draft the laws of the new
American republic? Was her request honoured?”
B3.3 analyse the role of religion/spirituality in the
development of the United States prior to 1791 B3.5 explain how various individuals who lived
(e.g., with reference to the role of Puritans and in the United States prior to 1791, as well as
Quakers in establishing some of the American symbols dating from this period, contributed to
colonies, Catholics in Maryland, dissenters, the the development of identity, citizenship, and/or
Great Awakening, the rise of evangelicalism, heritage in the United States (e.g., individuals such
Spanish missions in New Mexico, Deism among as Abigail Adams, Benjamin Banneker, Alexander
some political leaders, cosmologies of some indigen- McGillivray, William Penn, Pocahontas, Pontiac,
ous and African cultures, Christianity among slaves) Paul Revere, Phyllis Wheatley, George Whitefield,
the Founding Fathers; symbols such as Yankee
Sample questions: “Why did William Penn and
Doodle, the Betsy Ross flag, the Second Amendment)
other Quakers come to the American colonies?
Were they free from religious persecution there? Sample questions: “What was the impact of
What impact did Penn and the Quakers have the Boston Tea Party? Why did the Tea Party
on the American colonies?” become such an enduring symbol in the United
States? What does it symbolize? What is the
B3.4 analyse the impact of prejudice and significance of the use of the name by the current
discriminatory policies and practices in the Tea Party movement? Do you think the beliefs
United States prior to 1791 (e.g., with reference and goals of that movement are consistent with
to slavery and slave codes, attempts to convert those of the original Tea Party? Why or why not?”
Native American people and disregard for their
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306
C. THE UNITED STATES, 1791–1877

OVERALL EXPECTATIONS
By the end of this course, students will:

American History
C1. Social, Economic, and Political Context: describe various social, economic, and political events,
trends, and developments that occurred in, or affected people in, the United States between 1791
and 1877, and assess their impact (FOCUS ON: Historical Significance; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse developments affecting interrelationships
between different groups in the United States, and between the United States and other countries,
from 1791 to 1877 (FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Identity, Citizenship, and Heritage: analyse the impact of various people, policies, and practices
on the development of identity, citizenship, and heritage in the United States between 1791 and 1877
(FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political of working-class children in an industrial city CHA3U
Context and slave children on a southern plantation?
How would their lives have been different from
FOCUS ON: Historical Significance; Continuity and that of a child from a wealthy family? How might
Change the life of a boy from a wealthy family be different
from that of his sister?” “What challenges did
By the end of this course, students will: white pioneer families face? What challenges
did Black pioneer families face? How did these
C1.1 describe key social trends and developments
groups respond to the challenges of pioneer
in the United States during this period, and
life?”
analyse their impact (e.g., with reference to
religious developments such as the Second Great
C1.3 describe various developments in science
Awakening, the Shaker movement, the expansion
and/or technology during this period, and
of Methodism, the founding of the Latter Day
assess their impact on people in the United
Saints; reform movements; the beginnings of public
States (e.g., with reference to steam engines, the
education; increasing class and ethnic divisions;
telegraph, the application of mechanized processes
the growth of cities; employment of children and
in industry, the camera, medical developments such
women in factories)
as anaesthetics and antiseptics, inventions and
Sample questions: “What were some key innovations by Alexander Graham Bell, Samuel
developments related to religion during this Colt, John Deere, Charles Goodyear, Eli Whitney)
period? How did some new sects contribute to
Sample questions: “What were some techno-
short- and long-term social/cultural change?”
logical developments related to transportation
during this period? What was their significance
C1.2 describe the daily lives of different groups
for different people in the United States?” “What
in the United States in this period (e.g., Native
impact did the development of the cotton gin
THE UNITED STATES, 1791–1877

American nations, slaves, free Blacks, indentured

have on slavery in the American South?”
servants, industrial workers, farmers, pioneers, new
immigrants, economic/political elites), including
C1.4 describe key economic events, trends,
how they responded to the challenges of every-
and/or developments, including international
day life (e.g., environmental challenges, isolation,
trends/developments, that affected the United
poverty, displacement, prejudice and discriminatory
States during this period, and assess their impact
policies, sickness)
(e.g., with reference to the Industrial Revolution;
Sample questions: “What similarities and the establishment of a national banking system;
differences would there have been in the lives the Bank War; canal, railroad, and road building;

307
 the expansion of slavery and plantation economies other chose armed resistance?” “How would
in the South; reciprocity with Canada; early trade you characterize U.S. government policy with
unions and labour unrest; gold rushes in California respect to Native American nations during this
and other western territories) period?”
Grade 11, University Preparation

Sample questions: “How and why did the

C2.2 explain how various developments
impact of the Industrial Revolution differ in
contributed to the birth of some social reform
various regions of the United States?” “In what
movements in the United States during this
ways did investment and the development of
period, and assess the impact of these movements
infrastructure in the West transform the lives of
(e.g., with reference to women’s rights, abolitionist,
different groups in this region? Did these changes
temperance, and/or labour movements; activism
affect all people equally? Were the changes
for reform of asylums for the mentally ill or for
always positive?”
prison reform)
C1.5 describe key political events and develop- Sample questions: “What led Dorothea Dix
ments in the United States during this period to begin her work to improve conditions for
(e.g., the formation of political parties, Jacksonian mentally ill people? What resistance did she
democracy and the expansion of the franchise, encounter? What is her legacy?” “Why do you
the Twelfth Amendment’s changes to the electoral think so many social reformers at this time
college, the definition of federal and states’ rights, were Quakers?” “What factors contributed to
Tammany Hall, the secession of the Confederacy, the decision to organize the Seneca Falls
the Civil War, the ratification of the Thirteenth Convention in 1848?” “When you look at the
Amendment, Reconstruction, the assassination of various social movements of this time period,
Abraham Lincoln), and assess their impact on which do you think had the greatest impact on
the American political system and on various American society? What criteria might you use
groups in the United States to measure the impact?”
Sample questions: “What constitutional amend-
C2.3 analyse key developments in the relationship
ments were enacted during this period? What
between the northern and southern states during
changes did they bring about? Who was affected
this period, and assess their significance in
by them?”
shaping the development of the United States
(e.g., with reference to the Missouri Compromise,
C2. Communities, Conflict, and the Compromise of 1850, Bleeding Kansas, secession
Cooperation of southern states, the Civil War, Reconstruction
policies, carpetbaggers, the Compromise of 1877)
FOCUS ON: Cause and Consequence; Historical
Sample questions: “What criteria might you use
Perspective
to rank, in order of importance, the events that
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

By the end of this course, students will: led to the American Civil War? If one of these
events had not occurred, do you think history
C2.1 analyse developments affecting interactions might have been different? If so, in what ways,
between Native American nations and govern- and why?” “What were the short- and long-
ments in the United States during this period, term consequences of the war? Do you think it
and assess their impact (e.g., with reference to the continues to affect American society and/or
Jay Treaty, the Battle of Tippecanoe, the participation politics?”
of Native Americans in the War of 1812, the
Seminole Wars, the Indian Removal Act of 1830, C2.4 analyse key developments in relations
forced migrations, the Indian Appropriations Act between the United States and other countries,
of 1851 and the creation of western reservations, and explain their consequences for the United
the Great Sioux War, the Nez Perce War) States (e.g., with reference to the War of 1812, the
Treaty of Ghent, the Monroe Doctrine, the Alamo,
Sample questions: “What social attitudes were the Mexican-American War, relations with Great
reflected in Congress’s ignoring Cherokee chief Britain during the American Civil War)
John Ross’s plea against the forced removal of
his people?” “If the chiefs of the Seminole and Sample questions: “Why do there continue to
the Cherokee both wanted the same thing – to be conflicting viewpoints on the outcome of the
stay on their land – why did one choose to fight War of 1812?” “Why is the Monroe Doctrine
the government in a court of law while the seen as a turning point in American foreign
policy?”

308
 C3. Identity, Citizenship, and Heritage the Trail of Tears; the Underground Railroad; the
impact of immigration on labour, cities, religious/
FOCUS ON: Continuity and Change; Historical ethnic conflict)
Perspective
Sample questions: “Why were immigrants
By the end of this course, students will: from some countries treated better than those
from other countries? What do these differences
C3.1 explain the role and effects of slavery in reveal about social values and beliefs of the
the United States during this period (e.g., with time? Is there evidence that this treatment and

American History
reference to the buying and selling of slaves; the beliefs/values that underpinned it changed
working and living conditions; rape and other forms during this period?”
of violence; slave revolts and resistance movements;
the Fugitive Slave Act; the Underground Railroad; C3.4 analyse ways in which discriminatory policies
aspects of slave culture; the abolitionist movement; and practices reflected and/or reinforced ideas
the Emancipation Proclamation; the Thirteenth about citizenship, rights, and social status in
Amendment; the challenges facing former slaves the United States during this period (e.g., with
during Reconstruction), and analyse how the reference to slavery; the passing of the Black Codes;
legacy of slavery continues to affect heritage the forced relocation of Native Americans; religious
and identity in the United States and ethnic discrimination; the Naturalization Act
of 1870; the Page Act of 1875; the formation of the
Sample questions: “How important was slavery
Ku Klux Klan; the rights of workers, women, free
to the Southern economy during this time?
Blacks, and Native Americans)
Who profited from slave labour? Who did not?”
“What impact did the buying and selling of Sample questions: “How would you account
slaves have on slaves and their families?” “In for Abraham Lincoln’s claim that the Civil War
what ways did laws/practices respecting slavery was fought to save the Union and not to end
change after Nat Turner’s rebellion?” “In what slavery? Should Lincoln have acted more
decisively to end slavery? Why do you think he CHA3U
ways does the history of the enslavement of
Africans by Europeans continue to affect the did not?” “Who was able to vote by the end of
United States today?” this period? Who was not? What does inequality
with respect to voting rights tell you about the
C3.2 analyse the impact on heritage and identity status of certain groups in American society?”
in the United States of policies and actions
related to western expansion during this period C3.5 explain the contributions of various individ-
(e.g., with reference to Manifest Destiny, the uals to American society and politics during
Louisiana Purchase, treaties with and displacement this period, and assess their impact on identity,
of Native Americans, the Mexican-American War, citizenship, and/or heritage in the United States
the gold rush in California, the admission of new (e.g., with reference to Andrew Jackson, James
territories and states, the Homestead Act, the Monroe, Abraham Lincoln, Jefferson Davis, Sitting
Alaska Purchase) Bull, Geronimo, Sacajawea, Frederick Douglass,
Sojourner Truth, Harriet Tubman, Horace Greeley,
Sample questions: “What factors contributed to
Clara Barton, Elizabeth Blackwell, Elizabeth Cady
the idea of Manifest Destiny? What impact did
Stanton)
this doctrine have on various peoples in the
United States?” “Why were ‘westerns’ that Sample questions: “Why might some of the
focused on this period a popular genre in policies of Ulysses S. Grant’s presidency,
Hollywood in the mid-twentieth century? How including his support for the Fifteenth
did these movies depict various groups in the Amendment, be seen as pushing for widespread
West? What patterns and/or stereotypes do you change in attitudes towards race and Native
notice in these depictions? What impact might American nations?” “Who were some of the most
such depictions have had on popular ideas prominent women’s rights advocates during this
about the heritage and identities of these period? What arguments or strategies did they
use to press their case? What impact did these
THE UNITED STATES, 1791–1877

groups?”
women have? How were they viewed at the
C3.3 analyse how migration during this period time? How are they viewed today?”
help shaped American society and contributed
to the development of identity and heritage in C3.6 describe some key developments in
the United States (e.g., with reference to Loyalist American culture during this period (e.g., the
emigrants; Irish and German immigrants; the Hudson River School, transcendentalism, slave
forced migration of slaves and Native Americans; narratives and spirituals, the founding of magazines

309
 such as Harper’s and The Atlantic), including
the contributions of some significant individuals
to American arts and culture (e.g., Louisa May
Alcott, John J. Audubon, Mathew Brady, Emily
Grade 11, University Preparation

Dickinson, Ralph Waldo Emerson, Solomon

Northup, Harriet Beecher Stowe, Mark Twain,
James McNeil Whistler, Walt Whitman)
Sample questions: “What influence did the
transcendentalist movement have on American
writers and American society?” “What impact
did slave narratives and novels such as Uncle
Tom’s Cabin have on American politics, society,
and/or culture?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

310
D. THE UNITED STATES, 1877–1945

OVERALL EXPECTATIONS
By the end of this course, students will:

American History
D1. Social, Economic, and Political Context: describe various social, economic, and political events,
trends, and developments in the United States between 1877 and 1945, and analyse their key causes
and consequences (FOCUS ON: Cause and Consequence; Historical Perspective)
D2. Communities, Conflict, and Cooperation: describe significant issues that led to conflict and
cooperation in the United States between 1877 and 1945, and analyse the impact of these interactions
(FOCUS ON: Historical Significance; Continuity and Change)
D3. Identity, Citizenship, and Heritage: analyse the impact of various policies, groups, and cultural
and technological developments on identity, citizenship, and heritage in the United States between
1877 and 1945 (FOCUS ON: Cause and Consequence; Historical Perspective)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political consequences (e.g., with reference to the growth of CHA3U
Context industry, corporations, and trusts; robber barons;
the growth and collapse of banks; the Federal Reserve
FOCUS ON: Cause and Consequence; Historical Act; the stock market crash of 1929; the development
Perspective of Hoovervilles; the Dust Bowl and the collapse
of agriculture in the Midwest; protectionism; the
By the end of this course, students will: Lend-Lease Act)
D1.1 describe key social trends and developments Sample questions: “What is meant by the
in the United States during this period, and term conspicuous consumption? What was the
analyse their impact on various groups (e.g., historical context for the coining of the term?”
with reference to continuing urbanization; immigra- “What were the consequences of the misuse
tion of people from other parts of the world; the of credit and buying on margin?” “How did
growth of ethnic neighbourhoods in large cities; investment patterns change after the stock
segregation and oppression of African Americans; market crash of 1929?”
the impact on Native American nations of the near
extinction of buffalo on the Great Plains; the Great D1.3 describe key political events and/or develop-
Migration of African Americans to northern cities; ments related to domestic policy in the United
the social impact of prohibition and the Great States during this period, and analyse some
Depression; changes in the roles of women; trends of their causes as well as their consequences
in religion, education, recreation) for various groups (e.g., with reference to the
Pendleton Act, the Dawes Act, Jim Crow laws,
Sample questions: “What were some of the great
the Progressive Party, the extension of the vote
internal migrations in the United States in the
to women, prohibition, the establishment of the
first half of the twentieth century? What were
Federal Bureau of Investigation, the creation of a
their causes? What were their consequences?”
permanent income tax system, the Selective Service
THE UNITED STATES, 1877–1945

“What were some key changes in the roles of

Act, the Indian Reorganization Act, the New Deal,
American women during this period? What
Franklin D. Roosevelt’s fourth term)
were some factors that contributed to these
changes? Did they apply to all American Sample questions: “What were the key consti-
women?” tutional amendments during this period? What
impact did they have on different groups in the
D1.2 explain key economic events, trends, and/or country?” “What trends and developments led
developments in the United States during this to the passing of the Sherman Anti-Trust Act?”
period, and analyse some of their causes and “How and why did laws with respect to income
tax develop during this time?”

311
 D1.4 describe key developments in American Sample questions: “What impact did the
foreign policy during this period, and analyse Triangle Shirtwaist Factory fire have on labour
some of their causes and consequences (e.g., relations in the United States?” “What was the
with reference to the Spanish-American War, Dollar significance of the Wagner Act? In what ways
did it mark a change in labour relations in the
Grade 11, University Preparation

Diplomacy, the Roosevelt Corollary, Theodore

Roosevelt’s role in the building of the Panama Canal, United States?”
economic protectionism, isolationism, participation
in World War I, the Paris Peace Conference, the D2.3 describe the issues that motivated various
Good Neighbor Policy, Lend-Lease, participation social reform movements in the United States
in World War II) during this period, and assess the contribution
of some of these movements, and individuals
Sample questions: “What were some of the
associated with them, to American society
long-term consequences of American policy in
(e.g., with reference to the women’s suffrage, social
Latin America during this period?” “Since the
gospel, civil rights, Grange, labour, peace, and/or
League of Nations was a major component of
temperance movements; groups such as the Woman’s
President Woodrow Wilson’s Fourteen Points,
Christian Temperance Union, the American
how do you explain the refusal of the United
Federation of Labor, the Industrial Workers of the
States to join the League?” “How would you
World, the National Association for the Advancement
account for the fact that American entry into
of Colored People [NAACP], the National Woman’s
World War II came more than two years after
Party, the Sierra Club; individuals such as Jane
Canada’s declaration of war?” “How did the
Addams, Carrie Chapman Catt, Eugene Debs,
United States finance its involvement in World
Margaret Sanger, Norman Thomas, Ida B. Wells)
War II?”
Sample questions: “Why is the early twentieth
century often referred to as the Progressive Era
D2. Communities, Conflict, and in the United States? Do you think this term
Cooperation accurately reflects this period? Why or why not?”
FOCUS ON: Historical Significance; Continuity and
D2.4 describe issues of concern to African
Change Americans during this period (e.g., systemic
oppression and segregation, discrimination,
By the end of this course, students will:
lynching and other forms of violence, poverty
D2.1 explain issues underlying some key instances and unemployment, housing, voting rights), and
of social conflict in the United States during this analyse contributions of African Americans to
period (e.g., the Massacre at Wounded Knee, the American society (e.g., the establishment of the
resurgence of the Ku Klux Klan, lynching, race NAACP and/or the Tuskegee Institute; cultural
riots, the Scopes trial, the Haymarket Riot, the developments such as the birth of blues and jazz
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Ludlow Massacre, Bonus Army protests, strikes or the Harlem Renaissance; the Negro Baseball
by miners or textile workers) League; the contributions of individuals such as
Mary McLeod Bethune, W. E. B. Du Bois, Billie
Sample questions: “What was the basis of the Holiday, Langston Hughes, Zora Neale Hurston,
conflict in the Scopes trial? What was the out- Jack Johnson, Elijah McCoy, Garrett Morgan,
come of the trial? Did it resolve the debate over Booker T. Washington)
evolution versus creationism? In what ways is
this debate still relevant in the United States Sample questions: “How did sharecropping
today?” “Why were there race riots in 1919? continue to keep African Americans in the
What issues underlay these riots?” South in servitude?” “What impact did Jim
Crow laws have on the status and citizenship
D2.2 analyse key labour issues in the United rights of African Americans? How did African
States, explaining how they changed during Americans respond to these laws?”
this period (e.g., with reference to child labour;
the formation of trade and industrial unions; the
struggle for minimum wage / maximum hours
legislation; unemployment during the Great
Depression; the impact of the Red Scare; the
Wagner Act; the role of individuals such as Mary
“Mother” Jones, Rose Schneiderman, or Samuel
Gompers)

312
 D3. Identity, Citizenship, and Heritage D3.4 analyse developments related to citizenship
rights for various groups in the United States
FOCUS ON: Cause and Consequence; Historical during this period (e.g., with reference to Native
Perspective American nations; African Americans; women;
Americans with Italian, Chinese, Japanese, Jewish
By the end of this course, students will: backgrounds; communists)
D3.1 describe trends and developments in Sample questions: “What was the significance
immigration during this period, and assess of the 1924 Indian Citizenship Act?” “What

American History
their impact on identity and culture in the were some ways in which Executive Order 9066
United States (e.g., with reference to groups such was used to control the lives of people whom
as Canadians, Chinese, Germans, Italians, Jews, the government saw as a threat to American
Scandinavians, or Slavs; the impact of the Chinese security? What does it tell you about the
Exclusion Act of 1882, the Geary Act of 1892, the values/beliefs of the time as well as fears in
Emergency Quota Act of 1921, or the Immigration American society during World War II?”
Act of 1924)
D3.5 describe various developments in the arts
Sample questions: “Do you think the experience
and popular culture during this period, and
of most immigrants to the United States during
analyse how they contributed to heritage and
this period supported the idea of the American
identity in the United States (e.g., with reference
Dream? Were some groups more successful
to developments in music, motion pictures, theatre;
than others in their new country? If so, how
the growth of professional sports; influential artists
would you account for this?” “What are some
and writers; newspapers, magazines, comic books;
ways in which immigrant groups contributed
creation of the Pulitzer Prize or the Academy Awards)
to regional culture/identities during this
period?” Sample questions: “How important were
Hollywood films to the way the United States
D3.2 explain how different regions contributed to was perceived around the world?” “How did CHA3U
heritage and identity in the United States during the Harlem Renaissance contribute to African-
this period (e.g., with reference to the South; the American identify and American heritage?”
Southwest; Appalachia; the Midwest; New England; “How did the work of John Muir contribute
California; the great metropolises such as New to the establishment of Yosemite National
York, Chicago, Detroit) Park and the National Park Service? How did
photographer Ansel Adams help popularize
Sample questions: “What factors account for
Yosemite and contribute to the American
the distinctive cultures in some regions of the
conservationist movement?”
United States?” “In what ways did American
regionalism affect politics in this period? How
does it affect politics in the present day? What
changes have occurred since the late nineteenth
century in the political map of the regions?”

D3.3 describe a variety of developments in science

and/or technology during this period, and
analyse their impact on heritage and identity
in the United States (e.g., with reference to auto-
mobiles; farm machinery; the telephone; motion
pictures; sound recordings; the assembly line;
airplanes; radio; developments in sanitation,
household appliances, electricity, medicine,
weaponry; the work of Thomas Edison, Henry Ford,
Albert Einstein, or George Washington Carver)
THE UNITED STATES, 1877–1945

Sample questions: “What technological/scientific

development from this period do you think had
the greatest impact on identity and/or heritage
in the United States? Why?” “What impact did
the development of radios and motion pictures
have on American culture?”

313
 E. THE UNITED STATES SINCE 1945
Grade 11, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Economic, and Political Context: describe various social, economic, and political events,
trends, and developments in the United States since 1945, and analyse their key causes and
consequences (FOCUS ON: Cause and Consequence)
E2. Communities, Conflict, and Cooperation: analyse how various events and developments have
affected specific groups in the United States, and relations between the United States and other
countries, since 1945 (FOCUS ON: Historical Significance; Continuity and Change)
E3. Identity, Citizenship, and Heritage: analyse how various groups, trends, and cultural developments
have affected identity, citizenship, and heritage in the United States since 1945 (FOCUS ON: Historical
Significance; Historical Perspective)

SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political Sample questions: “What impact did the develop-
Context ment of increasingly powerful nuclear weapons
have on Americans?” “What criteria would you
FOCUS ON: Cause and Consequence use to assess the impact of computer technology
on American society? Why might the criteria used
By the end of this course, students will:
and the conclusions reached change depending
E1.1 describe key social trends and developments on the sector or group(s) of people you are
in the United States during this period, and studying?” “How have developments related
analyse their main causes and consequences to genetically modified organisms affected
(e.g., with reference to development of teen culture American agricultural practices as well as
in the 1950s and youth countercultures in the 1960s; the American economy and society?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the environmental movement; social upheaval

associated with the civil rights, antiwar, and/or E1.3 describe key economic trends and develop-
women’s movements; changes in birth, marriage, ments in the United States during this period,
and divorce rates; changes in the role of women; and analyse their main causes and consequences
continuing urbanization; trends in recreation; (e.g., the Marshall Plan, the expansion of the
changes in the sources of immigrants and refugees; military-industrial complex, consumerism, the
trends with respect to religion/spirituality, education, energy crisis, the increasing power of American
crime, violence) transnational corporations, the savings and loan
scandal, Reaganomics, free trade agreements,
Sample questions: “What were some of the globalization, decline in manufacturing, the Rust
causes and effects of the development of youth Belt, increase in high-tech industry, the dot-com
subcultures after World War II?” “What were bubble, bank fraud, increasing economic inequality)
the causes of increasing suburbanization during
the second half of the twentieth century? What Sample questions: “What factors led to the
impact did this trend have on some American growth of unions in the years after World War II?
cities and families?” What factors have led to their decline in more
recent years?” “What factors have led to an
E1.2 describe some key developments in science increase in the size of the average farm?” “What
and/or technology during this period, and factors led to the subprime mortgage crisis of
explain their impact on Americans (e.g., with 2008? Whose lives were changed by the crisis?
reference to television, weaponry, the Salk vaccine Why was the consequent recession not felt
and other medical breakthroughs, developments equally by all Americans?” “What kinds of
in computers and other digital technologies, space financial scams and frauds were exposed
exploration, biotechnology) during the financial crisis of 2008? Why were

314
 some groups more vulnerable than others to E2.2 explain the context for the development of
financial scams and fraud?” various reform movements in the United States
during this period (e.g., civil rights, antiwar,
E1.4 describe key political events, developments, feminist, Native rights, environmental, labour,
and/or policies in the United States during or antiglobalization movements; the ideas and
this period, and analyse their main causes and activism of Rachel Carson, Aldo Leopold, Martin
consequences (e.g., the Truman Doctrine, the Luther King Jr., Cesar Chavez, Gloria Steinem,
creation of the Central Intelligence Agency [CIA], Harvey Milk, the American Indian Movement,

American History
McCarthyism, the decision to send troops to Vietnam, the Black Panthers, the National Organization
the assassination of John and Robert Kennedy, for Women)
policies associated with Johnson’s “Great Society”,
Sample questions: “What are some developments
Watergate, the war on drugs, deregulation under
during this period that have strengthened the
Reagan, the Brady Act and continuing debates
environmental movement? What challenges has
about gun control, the Bush Doctrine, the Tea Party
it faced?” “What attitudes and practices have
movement, “Obamacare”)
been challenged by the gay rights movement
Sample questions: “What events and values in the United States? How successful do you
underpinned McCarthyism? What consequences think this movement has been?”
did it have for individual Americans and for
American society as a whole?” “What political E2.3 analyse American involvement in international
issues have been central to the ‘culture wars’ affairs during this period, including the partici-
during this period? What impact have such pation of the United States in international
disagreements had on American governments?” conflicts and international organizations (e.g.,
with reference to the Cold War; the Korean War;
the Berlin Airlift; the Cuban Missile Crisis; the
E2. Communities, Conflict, and War in Vietnam; the Gulf War; the War on Terror;
Cooperation the role of the CIA in supporting or overthrowing CHA3U
FOCUS ON: Historical Significance; Continuity and
regimes in Chile, Iran, Indonesia, El Salvador, or
Cuba; participation in the United Nations [UN], the
Change
World Bank, NATO, NORAD, the Organization of
By the end of this course, students will: American States, the World Trade Organization)
Sample questions: “What was the significance
E2.1 describe developments and/or events of of the Cold War for American foreign policy?
particular significance to African Americans How did it influence the decision of the U.S.
during this period, and analyse their impact on government to send troops to Korea and
African Americans and on American society in Vietnam?” “What role have covert activities
general (e.g., Brown v. Board of Education; the played in American foreign policy during this
arrest of Rosa Parks and the Montgomery bus period? What impact have such activities had in
boycott; the desegregation of Little Rock Central other countries and on international perceptions
High School; the Freedom Riders; the 1963 church of the United States?” “Do you think that
bombing in Birmingham; the March on Washington; American political influence in the world is
the Civil Rights Act of 1964; the Voting Rights declining? Why or why not?”
Act of 1965; race riots; affirmative action; the
assassination of Medgar Evers, Malcolm X, or E2.4 describe changes in American immigration
Martin Luther King Jr.; incarceration rates for policies and trends during this period (e.g., the
African-American men; the election of Barack Displaced Persons Act of 1948, Operation Wetback,
Obama) the Hart-Cellar Act of 1965, the Immigration Act
Sample questions: “What impact did the of 1990, the impact of the Cold War on immigration,
demographic changes associated with the policies regarding illegal immigration, the role of
Second Great Migration have on African illegal immigrants in agriculture), and analyse
Americans? What impact did these changes their impact
THE UNITED STATES SINCE 1945

have on American cities such as Chicago, Sample questions: “What impact did the 9/11
Detroit, or New York?” “In what ways were terrorist attacks have on immigrants and
the actions of Rosa Parks and the resulting would-be immigrants to the United States?
Montgomery bus boycott a turning point in What changes relevant to immigrants were
the civil rights movement? What criteria would introduced in the Patriot Act of 2001 and the
you use to rank the impact of these events?” Homeland Security Act of 2002?”

315
 E3. Identity, Citizenship, and Heritage affirmative action; the failure of the Equal Rights
Amendment; the role of class and race in women’s
FOCUS ON: Historical Significance; Historical lives)
Perspective
Sample questions: “Why is the publication of
Grade 11, University Preparation

By the end of this course, students will: The Feminine Mystique often seen as a turning
point for American women? What was the thesis
E3.1 analyse how various groups have contributed of that book? Was it relevant to all American
to the development of identity, citizenship, women? Why or why not?” “What economic
and/or heritage in the United States during opportunities have been available to different
this period (e.g., African Americans, Hispanic groups of women in the United States since the
Americans, Native Americans, Jews, Muslims, end of World War II? In what ways have these
evangelical Christians, youth, entrepreneurs, opportunities been similar to and different from
different categories of workers, hawks and doves, the kinds of work and pay available to men,
“Reds” and anticommunists, gun advocates) including different groups of men?”
Sample questions: “As you investigate different
E3.4 analyse the role of consumer culture in the
communities in the United States during this
construction of identity in the United States
period, do you think their experience or contri-
during this period (e.g., with reference to auto-
bution is consistent with the traditional idea of
mobile culture, fashion, the fast-food industry,
the American ‘melting pot’? Why or why not?”
iconic American products, magazines, advertising,
“Have all the groups you are investigating
branding, gun culture, suburbanization)
enjoyed the same citizenship rights? If not,
what are some ways in which people’s rights Sample questions: “What is meant by the term
have been limited?” “What impact did images coca-colonization? What was the significance
of Southern segregationists battling civil rights of this term for identity in the United States
workers have on the development of heritage and the image of the United States abroad?”
and identity in the United States?” “Why have big-box stores become symbols of
American culture? Why have these stores become
E3.2 explain the impact of religion/spirituality on so popular?” “In what ways have environmental
the development of identity, citizenship, and/or concerns affected consumers and consumer
heritage in the United States during this period choices in the United States during this period?”
(e.g., with reference to the Bible Belt; African-
American churches and the civil rights movement; E3.5 analyse the impact that American arts and
religious minorities such as Mormons, Catholics, popular culture have had during this period,
Jews; spiritual practices of Native Americans; both in the United States and internationally
evangelical Christians and the power of the (e.g., with reference to literature, theatre, dance,
religious right in American politics; attitudes painting, architecture, music, professional sports,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

towards Muslims after 9/11) movies, television shows, video games; individuals
such as Woody Guthrie, James Brown, Walt
Sample questions: “How has religion/spirituality
Disney, Jackson Pollock, Martha Graham, Jackie
contributed to regional identities and regional
Robinson, Tennessee Williams, Toni Morrison,
divisions in the United States?” “What impact
Andy Warhol, Maya Lin, Steven Spielberg)
have fundamentalist Christian beliefs and values
had on education in some areas of the United Sample questions: “What are some ways in
States?” “Do you think the role of religion during which the youth counterculture of the 1960s
this period is consistent with the separation of has had an impact on American heritage?”
church and state envisioned by the founders “What are some ways in which American
of the American republic?” popular culture has reached around the world
in this period? What is the impact of such cultural
E3.3 analyse how the roles and identities of dominance?”
American women have changed during this
period (e.g., with reference to women’s domestic
roles, labour force participation, education; the
Equal Pay Act of 1963; the pink-collar ghetto;
the women’s liberation movement; Roe v. Wade;

316
World History to the End of the
Fifteenth Century, Grade 11
University/College Preparation CHW3M

This course explores the history of various societies and civilizations around the world,
from earliest times to around 1500 CE. Students will investigate a range of factors that
contributed to the rise, success, and decline of various ancient and pre-modern societies
throughout the world and will examine life in and the cultural and political legacy of
these societies. Students will extend their ability to apply the concepts of historical thinking
and the historical inquiry process, including the interpretation and analysis of evidence,
when investigating social, political, and economic structures and historical forces at work
in various societies and in different historical eras.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history to 1500

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

317
 Overview (continued)
Grade 11, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. Early Societies and Rising Civilizations

B1. Early Societies: analyse the evolution of early Societies developed into What do you think is the
societies in various parts of the world, including factors civilizations in all parts of point at which a society
that were necessary for their development (FOCUS ON: the world. can be classified as a
Cause and Consequence; Continuity and Change) civilization?

B2. Social, Economic, and Political Context: analyse Not all early societies were What might account for
key social, economic, and political structures and/or the same. some of the social and
developments in three or more early societies and economic differences
emerging cradles of civilization, each from a different between early societies?
region and a different period prior to 1500, and explain
their impact on people’s lives (FOCUS ON: Historical In what way did the
Significance; Historical Perspective) environment influence
early societies and
B3. Cooperation, Conflict, and Rising Civilizations: Interactions between emerging civilizations?
analyse, with reference to specific early societies and societies/civilizations
emerging cradles of civilization, each from a different led to growth for some How did various societies/
region and a different period prior to 1500, how societies and decline for civilizations interact with
interactions within and between societies contributed others. each other?
to the development of civilizations (FOCUS ON:
Historical Significance; Continuity and Change)

C. Flourishing Societies and Civilizations

C1. Social, Economic, and Political Context: analyse The structures within What can we learn about
key social, economic, and political structures and civilizations helped the values and beliefs in
developments in three or more flourishing societies/ maintain social order and early civilizations from
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

civilizations, each from a different region and a different encourage growth. their social and political
period prior to 1500 (FOCUS ON: Historical Significance; structures?
Cause and Consequence)
How did social, economic,
C2. Stability and Expansion: analyse how various Developments that led and political structures
factors contributed to the stability, consolidation, and/or to the expansion of one contribute to the stability
expansion of flourishing societies/civilizations from civilization could lead of a civilization? How did
different regions and different periods prior to 1500 to the decline of another. different people/groups
(FOCUS ON: Cause and Consequence; Continuity and challenge those structures?
Change)
How did expansion enable
C3. Identity, Citizenship, and Culture: assess the Early civilizations have some civilizations to
contributions of various individuals and groups to the contributed to our flourish? At whose expense
development of identity, citizenship, and culture in three collective human identity did the expansion occur?
or more flourishing societies/civilizations, each from a and heritage.
different region and a different period prior to 1500
(FOCUS ON: Historical Significance; Historical Perspective)

* See page 17 for a discussion of the purpose of big ideas and framing questions.

318
 World History to the End of
the Fifteenth Century
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. Civilizations in Decline

D1. Social, Economic, and Political Context: explain the Specific triggers worked Is the decline of a society
role of various social, economic, and political events and together to lead a or civilization inevitable?
developments in the decline of three or more societies/ civilization into decline.
At what point can the
civilizations, each from a different region and different
expansion of a civilization
period prior to 1500, and how these factors affected
become a factor in its
people living in these societies (FOCUS ON: Historical
decline?
Significance; Cause and Consequence)

D2. Interrelationships: analyse how interrelationships Interactions within How did some societies
with other societies and with the environment and between societies, and succeed in maintaining
contributed to the decline of three or more societies/ between societies and aspects of their own
civilizations, each from a different region and different the environment, resulted identity in spite of being
period prior to 1500 (FOCUS ON: Cause and Consequence; in decline for many conquered by other
Continuity and Change) civilizations. civilizations?

Which factors were the CHW3M

D3. Cultural Characteristics and Identity: analyse The fragility of some
aspects of culture and identity in three or more civilizations was the result most decisive with respect
societies/civilizations in decline, each from a different of a variety of factors to the decline of societies/
region and different period prior to 1500 (FOCUS ON: coming into play around civilizations prior to 1500?
Continuity and Change; Historical Perspective) the same time.

E. The Legacy of Civilizations

E1. Social, Cultural, and Political Heritage: analyse Ancient civilizations left How did societies/
the socio-economic, cultural, and political legacies of important legacies for civilizations prior to
societies/civilizations from three or more regions and humanity. 1500 build on the political
from different periods prior to 1500 (FOCUS ON: and/or cultural legacy of
Historical Significance; Continuity and Change) earlier societies? Which
legacies of early societies
E2. The Legacy of Interactions: analyse various types of Interactions between
still influence humanity
interactions between societies prior to 1500 and how societies allowed for
today?
societies benefited from and were harmed by such the sharing of cultural,
interactions (FOCUS ON: Cause and Consequence; intellectual, and How would you assess
Historical Perspective) technological the artistic/architectural
achievements. legacy of early societies/
civilizations?
E3. The Fifteenth-Century World: demonstrate an In the fifteenth century,
understanding of the general social, economic, and major changes were What developments
political context in societies in two or more regions of developing that would in the fifteenth century
the world in the fifteenth century (FOCUS ON: Historical have profound effects contributed to
Significance; Historical Perspective) throughout the world. fundamental historical
change?
OVERVIEW

319
 A. HISTORICAL INQUIRY AND SKILL
Grade 11, University/College Preparation

DEVELOPMENT

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of world history to 1500;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry Sample questions: “What are some issues you
should consider when using historical fiction
Throughout this course, students will: or a film about a historical person or event as a
source for your investigation? Why might such
A1.1 formulate different types of questions to sources not accurately portray the person or
guide investigations into issues, events, and/or event?” “Whose perspective is being represented
developments in world history to 1500 (e.g., in this source? Whose voices have been omitted
factual questions: What are the traditional cradles or misrepresented? What are the implications
of civilization?; comparative questions: What of the omission of these voices?”
similarities and differences were there between
the lives of serfs and samurai in feudal Japan?; A1.4 interpret and analyse evidence and informa-
causal questions: What impact did the fall of the tion relevant to their investigations, using various
Roman Empire have on the Mediterranean world?) tools, strategies, and approaches appropriate
for historical inquiry (e.g., use a Venn diagram to
A1.2 select and organize relevant evidence and compare the Mayan calendar with the one we use
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

information on aspects of world history to today; develop criteria to rank the significance of
1500 from a variety of primary and secondary the consequences of the Battle of Hastings; create
sources (e.g., primary: archaeological evidence; an annotated timeline to help them understand
architecture, art works, or music from the period the chronology of major events during the Warring
under study; artefacts; books from the time; letters; States period in China; use a cause and effect
maps; oral traditions; photographs of ancient sites; organizer when investigating the Urban Revolution;
treaties and other official documents; secondary: distinguish between the short- and long-term
books and/or articles from the library, digital and consequences of the development of trade along
built models, documentaries or other films, text- the Silk Road)
books, websites), ensuring that their sources
reflect a range of perspectives A1.5 use the concepts of historical thinking (i.e.,
Sample questions: “What are some sources you historical significance, cause and consequence,
might use to study preliterate and non-literate continuity and change, and historical perspective)
societies?” “What can we learn about the Inca when analysing, evaluating evidence about, and
Empire from the ruins at Machu Picchu?” “How formulating conclusions and/or judgements
can you ensure that your sources reflect a variety regarding historical issues, events, and/or
of perspectives?” developments in world history to 1500 (e.g.,
consider the concept of historical significance when
A1.3 assess the credibility of sources and informa- investigating the impact of geography and the
tion relevant to their investigations (e.g., by environment on early societies; use the concept
considering the perspective, bias, accuracy, purpose, of cause and consequence to help them analyse
and context of the source and the values and expertise factors that contributed to the capture of
of its author) Constantinople by the Ottomans and the impact

320
 of this event on the region; take the concept of A2. Developing Transferable Skills
continuity and change into account when assessing
the role of legal codes and/or the military in main- Throughout this course, students will:
taining stability in a society; use the concept of
A2.1 describe several ways in which historical
historical perspective when analysing the role of
investigation can help them develop skills,
human sacrifice in Mesoamerican societies to help

World History to the End of

including the essential skills in the Ontario Skills
you understand how it was viewed by members of
Passport (e.g., skills related to reading text, writing,

the Fifteenth Century

those societies)
document use, computer use, oral communication,
Sample questions: “Which concept or concepts numeracy), that can be transferred to postsec-
of historical thinking might help you analyse ondary opportunities, the world of work, and
and evaluate the role of slavery in various early everyday life
societies? Why might this concept or concepts
be particularly useful?” A2.2 apply in everyday contexts skills and work
habits developed through historical investigation
A1.6 evaluate and synthesize their findings to (e.g., use skills to analyse statistics, to assess the
formulate conclusions and/or make informed credibility of sources in an article they are reading,
judgements or predictions about the issues, to understand and appreciate multiple perspectives
events, and/or developments they are and engage in informed discussions, to determine
investigating the accuracy of the historical setting of a movie or
Sample questions: “What conclusions have you video game; apply work habits such as initiative to
reached about the role of Ashikaga Takauji during identify strategies that will enable them to success-
the Kemmu Restoration and the decline in the fully complete a task, or organization to help them
role of the emperor in Japan? What evidence establish priorities and manage their time both in
supports your conclusions?” “How did you class and while doing work at home)
assess the credibility of differing interpretations
of archaeological evidence about this ancient A2.3 apply the knowledge and skills developed CHW3M
society? What conclusions did you reach?” in the study of history when analysing current
social, economic, and/or political issues, in
A1.7 communicate their ideas, arguments, and order to enhance their understanding of these
conclusions using various formats and styles, events and their role as informed citizens
as appropriate for the audience and purpose Sample questions: “Why might learning about
(e.g., an essay on the role of monks and nuns in the the early history of the relationship between
preservation of knowledge in Europe during the China and Japan help you understand some
early Middle Ages; a blog about the historical of the political issues in Asia today?” “When
accuracy of a film or television show about the you analyse this issue, do you see any parallels
Vikings; a seminar on the role of the environment in between it and a historical issue you have
the decline of the Indus Valley civilization; a debate studied? What are the similarities? What are
on the importance of the Code of Hammurabi or the differences? Why might understanding the
Magna Carta; a “heritage minute” video on the causes and consequences of the historical issue
historical and cultural significance of heritage sites deepen your understanding of the current one?”
in Africa; a presentation about daily life in an
ancient city) A2.4 identify various careers in which the skills
learned in history might be useful (e.g., archae-
A1.8 use accepted forms of documentation (e.g., ologist, archivist, curator, educator, game designer,
footnotes or endnotes, author/date citations, reference lawyer, policy analyst, political speech writer, HISTORICAL INQUIRY AND SKILL DEVELOPMENT
lists, bibliographies, credits) to reference different researcher)
types of sources (e.g., archival sources, articles, art
works, blogs, books, films or videos, oral evidence,
websites)

A1.9 use appropriate terminology when com-

municating the results of their investigations
(e.g., vocabulary specific to their inquiry topics;
terminology related to history and to the concepts
of historical thinking)

321
 B. EARLY SOCIETIES AND RISING
Grade 11, University/College Preparation

CIVILIZATIONS

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Early Societies: analyse the evolution of early societies in various parts of the world, including
factors that were necessary for their development (FOCUS ON: Cause and Consequence; Continuity
and Change)
B2. Social, Economic, and Political Context: analyse key social, economic, and political structures
and/or developments in three or more early societies and emerging cradles of civilization, each
from a different region and a different period prior to 1500, and explain their impact on people’s
lives (FOCUS ON: Historical Significance; Historical Perspective)
B3. Cooperation, Conflict, and Rising Civilizations: analyse, with reference to specific early societies
and emerging cradles of civilization, each from a different region and a different period prior to 1500,
how interactions within and between societies contributed to the development of civilizations
(FOCUS ON: Historical Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Early Societies spirituality, degree of isolation from or proximity
to other societies, external influences, types of
FOCUS ON: Cause and Consequence; Continuity and trade, level of urbanization)
Change
Sample questions: “What are some geographic/
By the end of this course, students will: environmental factors that affected the develop-
ment of early societies? What are some ways
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B1.1 describe the evolution of some early societies in which geographic differences contributed to
from their beginnings as hunter-gatherer differences among societies?” “How did different
societies, and explain some of the developments local resources help shape the development of
that enabled them to change (e.g., the domestica- various First Nations in the precontact period?”
tion of fire, the Agricultural Revolution, technological “Why might an inward-looking or physically
developments, the Urban Revolution, division of isolated society have developed differently
labour, development of social hierarchies, trade than a society that had greater contact with
with other societies) the outside world?”
Sample questions: “What do cave paintings at
B1.3 identify the cradles of civilization around
Lascaux and Chauvet reveal about early societies
the world, and analyse them to determine
in that region?” “What do we know about the
various elements that are critical to the rise of
division of labour between men and women in
a civilization (e.g., favourable geographic location,
early societies? How did this and other divisions
effective political and social structures, common
of labour contribute to the development of early
religious/spiritual practices, abundant food and
societies?”
natural resources)
B1.2 explain how various factors contributed to Sample questions: “If you examine the regions
differences in the development of early societies conventionally regarded as having been the
(e.g., climate, physical region, available space, cradles of civilization, what common elements
fertility of land, scarcity or abundance of local do you find? Which of these elements do you
resources, political structures and decisions, religion/ think were fundamental to the rise of these
civilizations? Why? Which element do you
think was the most important? Why?”

322
B1.4 assess the criteria by which societies are Sample questions: “What was the role of children
judged to be “civilizations” (e.g., lasting cultural in the early societies you are investigating?
contribution, political influence, economic domin- How did this role affect their daily lives?”
ance, longevity, geographic/imperial expansion, “What role did mothers play in the rearing and
developments in science/technology, written education of their children in these societies?
language, specialized roles/activities) Was this role similar in all classes? Did it differ

World History to the End of

if the children were male or female?” “Who
Sample questions: “When you analyse societies
provided medical care in these societies? Who

the Fifteenth Century

that are traditionally considered to be civiliza-
had access to medical care?” “Which positions/
tions, which of their characteristics are distinct
professions were highly valued in this society?
from those of societies that are not considered
Which were not? What does this hierarchy tell
civilizations?” “In the past, who has determined
you about this society and the lives of people
whether a society is a civilization? What do you
in it?”
see as the challenges and limitations of using
conventional criteria to judge whether a society
B2.3 describe various types of innovation in early
is a civilization? Do you think there have been
societies (e.g., technological innovations: the wheel,
any biases in these judgements and/or criteria?
the plough, irrigation techniques; innovations in
If so, how would you account for these biases?
communication: writing, alphabets, papyrus/paper;
What issues have arisen because of them?”
metallurgical innovations: metal tools, weapons,
coins; mathematical/scientific innovations:
B2. Social, Economic, and Political calendars, geometry, astronomy; innovations in
Context transportation: the canoe, the stirrup; navigational
innovations: the astrolabe, the kamal, the compass),
FOCUS ON: Historical Significance; Historical and assess their importance to these societies
Perspective and to the emergence of different civilizations
Sample questions: “What innovations marked CHW3M
By the end of this course, students will:
the transition from the Bronze Age to the Iron
B2.1 analyse social structures and modes of social Age? What was the significance of the develop-
organization in some early societies and ment of iron tools and weapons? Which societies
emerging civilizations (e.g., class or other social initially developed such tools/weapons? What
hierarchies; slavery; families and clans; gender advantage did this give them over other soci-
roles; educational, administrative, and religious eties?” “How did innovations in transportation
structures; ways of exerting social control; structures and metallurgy affect the development of
in early towns/cities) and their impact on the trade and commerce within and between early
lives of different people in these societies societies? What impact did these economic
developments have on some early societies?
Sample questions: “What role did religion play How were different groups in these societies
in these early societies? Did it contribute to social affected by these innovations?” “How did the
order? To social hierarchies? Did it hinder the development of specialized tools enable the
mobility of certain groups in society? Did it Thule to survive in a harsh environment?”
have an impact on people’s day-to-day lives?”
“Why might deities and rites in an agricultural B2.4 explain how various factors contributed
society centred on a major river, such as the to the economic development of some early
Nile or Indus, be different from those in a societies and emerging civilizations (e.g.,
nomadic hunter-based society in an interior agricultural surplus, water for agriculture and
plain?” “What were the key social structures transportation, irrigation systems, the exploitation
in the developing cities of Mesopotamia? What
EARLY SOCIETIES AND RISING CIVILIZATIONS
of natural resources, the barter system and special-
impact did these structures have on people’s ization in the production of goods and services, the
lives?” Silk Road and other trade routes, the development
of currency, slavery), and analyse the impact of
B2.2 analyse the roles of various people in some these developments on the lives of different
early societies and emerging civilizations people in these societies
(e.g., hunters, gatherers, farmers, mothers, healers,
midwives, warriors, teachers, artisans, merchants Sample questions: “What types of natural
and traders, scribes, storytellers, slaves, political resources were particularly important to early
leaders, sorcerers, spiritual leaders, women and societies? Which societies were particularly
men in religious orders, artists), and describe rich in such resources? What impact did the
their ways of life and their impact on the lives availability of these resources have on the
of others economic development of these societies?” “How
did the geographic location of Persia or the

323
 Kingdom of Kush contribute to its economic B3.2 explain how various factors contributed to
development?” “What role did tributes play cooperation between early societies and to the
Grade 11, University/College Preparation

in the development of the economy of the Aztec development of civilizations (e.g., with reference
Empire? What impact did such practices have to language or cultural affinities, trade interests,
on the lives of tributary peoples?” “What were similarity of belief systems, military alliances,
some early accounting practices? How was migration)
financial information collected and recorded?” Sample questions: “How did trade and commerce
along the Silk Road benefit societies bordering
B2.5 describe key political structures in some early
this route?” “What factors contributed to the
societies and emerging civilizations (e.g., with
cooperation between Turks and Mongol tribes
reference to tribes and clans, chiefdoms, monarchies,
that led to the birth of the Mongol Empire?”
sultanates, caliphates, khanates, shogunates), and
analyse their impact on these societies B3.3 analyse some ways in which early societies
Sample questions: “What is the Narmer Palette? responded to external influences (e.g., construction
What does it tell us about ancient Egyptian of defensive walls or fortified towns, opening of trade
political history? Do all historians agree on how posts, adoption or adaptation of new ideas and
the palette should be interpreted?” “How was technologies) and how some of these responses
religion used to legitimize political authority contributed to the development of civilizations
in some early societies?” “How did Emperor Sample questions: “When you analyse emerging
Ashoka use religion to help unify people under civilizations, did they tend to be insular or out-
his rule? What impact did this have on Indian ward looking?” “What are some ways in which
society?” the early Roman Empire adopted elements of the
cultures it conquered? How did this contribute
to the success of and expansion of the empire?”
B3. Cooperation, Conflict, and Rising
“What impact did the creation of a class of
Civilizations
Chinese-speaking mandarins have on ancient
FOCUS ON: Historical Significance; Continuity and Vietnam?”
Change

By the end of this course, students will:

B3.1 explain how various factors contributed to

the ability of certain early societies to dominate
others (e.g., with reference to effective organiza-
tional/administrative structures, cultural or
religious influence, superiority in agricultural or
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

artisanal/manufacturing output, trade dominance,

size of armies or skill of military commanders,
superior transportation or military technology)
Sample questions: “How important was military
might to the expansion and dominance of early
societies/civilizations?” “How did the adminis-
trative systems of the Umayyad caliphate help
it expand and consolidate its empire?” “What
role did canal building play in the dominance
of the Chimú Empire?”

324
C. FLOURISHING SOCIETIES AND
CIVILIZATIONS

World History to the End of

the Fifteenth Century
OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Social, Economic, and Political Context: analyse key social, economic, and political structures and
developments in three or more flourishing societies/civilizations, each from a different region and
a different period prior to 1500 (FOCUS ON: Historical Significance; Cause and Consequence)
C2. Stability and Expansion: analyse how various factors contributed to the stability, consolidation,
and/or expansion of flourishing societies/civilizations from different regions and different periods
prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Identity, Citizenship, and Culture: assess the contributions of various individuals and groups
to the development of identity, citizenship, and culture in three or more flourishing societies/
civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical
Significance; Historical Perspective)

CHW3M
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political C1.2 analyse key aspects of the daily lives of
Context people in some flourishing societies/civilizations
(e.g., with reference to the work of different people;
FOCUS ON: Historical Significance; Cause and how goods were produced and acquired; marriage
Consequence practices; family life, including the size and com-
position of families and the roles of women, men,
By the end of this course, students will: and children; education; religious observances;
diseases and medical remedies; sanitation; differences
C1.1 compare social structures in various flourish-
between upper and lower classes/castes)
ing societies/civilizations (e.g., class and caste
systems; families and clans; social structures Sample questions: “When you analyse various
associated with feudal societies; hereditary privilege societies, what patterns do you see with respect to
and meritocracy; educational and religious institu- similarities and differences in the lives of youth?”
tions; administrative structures; codes of chivalry) “What was life like for women of different
classes in ancient Egypt?” “What was the life
Sample questions: “What role did religion play
expectancy for people in pre-modern times?
in the social structures of the Inca and Mauryan
What factors contributed to relatively short
Empires?” “Why did a meritocratic system of
lifespans?” “What do Mayan codices tell us FLOURISHING SOCIETIES AND CIVILIZATIONS
administration develop in China? What impact
about everyday life in that civilization?”
did it have? In what ways was this system
different from that of many other societies?” C1.3 describe key economic structures, develop-
“What was the relationship between serf, samu- ments, and practices in various flourishing
rai, and shogun in feudal Japan? How was this societies/civilizations, and analyse their
relationship similar to and different from that significance (e.g., the replacement of barter systems
between serf, lord, and monarch in feudal with cash economies, developments in domestic and
Europe? How did the feudal systems international trade, development of a merchant class
in these regions compare to the social structure and urban commerce, feudal economies, tributary
in another society/civilization?” “How wide- economies, taxation and tithing, plunder)
spread were matriarchal clan structures among
First Nations?” Sample questions: “What role did tribute play
in the Mesopotamian economy?” “How did the

325
 introduction of a common currency help Empire; the Battle of Zama and enhanced security
Qin Shi Huangdi unite China?” “What was the for the Roman Empire; the end of the Warring
Grade 11, University/College Preparation

importance of caravanserais to trade in Persia?” States period in China with the establishment of
“Why would some form of taxation or tribute the Qin Dynasty; Norse and Mongol conquests
be necessary to support a civilization? What are and the expansion of their territory)
some ways in which civilizations raised the Sample questions: “What are some battles that
funds needed to support their infrastructure?” were key turning points in the consolidation
“What rights of ownership, possession, and of the power of a civilization? How did they
transferability of property did citizens have contribute to change for the victor and the
in some flourishing societies?” vanquished?” “How and why did warfare affect
various groups in a given society in different
C1.4 describe key political and legal structures
ways?” “What was the significance of the Battle
as well as some significant political ideas in
of Hastings for Norman expansion?”
various flourishing societies/civilizations, and
explain how they contributed to the success of C2.3 explain the role of military innovation in the
these societies/civilizations (e.g., with reference expansion of various societies/civilizations (e.g.,
to the Mandate of Heaven and royal dynasties in technological innovations such as the Hittites’ use
China; limited democracy in ancient Athens; the of iron weapons or the development of gunpowder,
emperor and senate in imperial Rome; translatio military innovations of Macedonian troops under
imperii and the Holy Roman Empire; the Code of Alexander the Great, the development of the testudo
Hammurabi; the Law of the Twelve Tables) formation by Roman legions, Spartan hoplites,
Sample questions: “What systems of control Mongol military tactics under Genghis Khan, the
did Samudragupta use to consolidate his role of the samurai under Shogun Yoritomo)
empire?” “What system of government was Sample questions: “Why was Hannibal con-
founded by Minamoto no Yoritomo? What sidered such a brilliant military tactician?”
was its long-term significance for Japanese “How did the use of gunpowder revolutionize
government and society?” “What were the warfare?” “How did the Ottomans capture
consequences of Isabella I’s support for Constantinople, which had been considered
Christopher Columbus?” impregnable?”

C2.4 describe educational practices in various

C2. Stability and Expansion
flourishing societies/civilizations (e.g., with
FOCUS ON: Cause and Consequence; Continuity and reference to apprenticeships for artisans; training
Change for healers, administrators, monarchs, soldiers;
the roles of the home, schools, early universities;
By the end of this course, students will: libraries and the production of books; the roles of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

nuns, monks, priests, imams, rabbis; the influence

C2.1 explain how various factors contributed of philosophers), and explain how they contrib-
to the stability of societies (e.g., an established uted to stability in these societies
religion, effective bureaucracy, family structures,
education, interdependent classes or castes, effective Sample questions: “What educational practices
approaches for settling disputes, military presence, were used in Sparta? How were these different
natural or built defences, legal codes), and assess from those in Athens?” “What was the signifi-
the importance of stability to a flourishing cance of the library at Alexandria?” “What
civilization was the significance of Nalanda University?
What role did monks play at Nalanda? What
Sample questions: “How important were the similarities and differences were there between
multiple walls surrounding Babylon to that the role of Buddhist monks at Nalanda and that
city’s success and stability?” “What role did of Christian monks and nuns in the education
legal codes and civil administrators play in reforms enacted by Charlemagne?”
ensuring stability during and after the Tang
Dynasty? How important were they to the C2.5 analyse the influence of religion/spirituality
success of imperial China?” “What factors in various flourishing societies/civilizations,
contributed to the Pax Romana? Why is this and explain how it contributed to stability
seen as a significant period in Roman history?” in these societies (e.g., with reference to claims
by rulers to divinity or divine authority; the role
C2.2 analyse the role of warfare, including specific of religion in reinforcing or challenging political
battles, in the expansion and consolidation of stability; the impact of sacred books such as the
empires and/or civilizations (e.g., the Battle of Vedas, the Bible, the Torah, or the Qu’ran on social
Gaugamela and the expansion of the Macedonian

326
 and/or legal codes; the use of gods and myths to C3.2 assess the political, social, and/or philosoph-
account for unexplained events/phenomena or ical contributions of various individuals to the
to reinforce social norms/values; religious wars; society/civilization in which they lived (e.g.,
the power of the papacy in medieval Europe; the with reference to Charlemagne, Cleisthenes,
influence of religion on art, literature, music, Cleopatra, Confucius, Cyrus the Great, Genghis
architecture) Khan, Hatshepsut, Hildegard von Bingen, Jesus

World History to the End of

Sample questions: “What was the role of religion of Nazareth, Julius Caesar, Moctezuma I, Moses,

the Fifteenth Century

in the lives of the Persians under Cyrus the Muhammad, Nebuchadnezzar II, Pericles, Plato,
Great?” “What was significant about the Qin Shi Huangdi, Ramses II, Siddhartha Gautama,
promotion of religious tolerance by the Malian Empress Suiko)
king Mansa Musa?” “What impact did the Sample questions: “How would a Macedonian
conversion of Ashoka the Great to Buddhism have perceived Alexander the Great? Would a
have on people in the Mauryan Empire?” “What Greek, Persian, or Egyptian have perceived him
do the number of ancient temples and other differently? Why or why not?” “What was the
religious sites around the world reveal about significance of Joan of Arc in the development
the importance of religion/spirituality to of French politics and identity at the time?”
ancient societies?”
C3.3 assess the artistic and/or scientific contribu-
tions of various individuals to the identity
C3. Identity, Citizenship, and Culture and/or culture of the society/civilization in
FOCUS ON: Historical Significance; Historical which they lived (e.g., Al-Zahrawi, Archimedes,
Avicenna [Ibn Sina], Homer, Leonardo da Vinci,
Perspective
Phidias, Virgil; temple, mosque, and cathedral
By the end of this course, students will: builders; Greek, Roman, and/or Indian sculptors;
Byzantine mosaicists; Chinese or Chimú ceramicists;
C3.1 describe methods used to challenge or limit Mayan or Incan goldsmiths; Phoenician or Viking CHW3M
government power in various flourishing shipbuilders)
societies/civilizations, and assess the contribu- Sample questions: “Why were the terracotta
tions of individuals and groups in challenging warriors created? What do they tell you about
established authority (e.g., with reference to the society that created them?” “Who contributed
Spartacus, Muhammad, Thomas Becket; challenges to the Islamic Golden Age? What were their most
from peasants, nobility, the military, religious/ notable contributions?” “What was the social
spiritual leaders) and artistic importance of the great European
Sample questions: “What conditions led to revolt cathedrals built before 1500?”
against the Qin dynasty? Who was involved
in the revolt? What were its consequences?”
“What was the English Peasants’ Revolt? What
methods did the rebels use? How successful
were they?” “What are some ways in which
popes acted to influence government policy
in the Christian world?” “How did Christine
de Pizan’s Book of the City of Ladies challenge
dominant ideas about the role and status of
women in fifteenth-century Europe?”
FLOURISHING SOCIETIES AND CIVILIZATIONS

327
 D. CIVILIZATIONS IN DECLINE
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Social, Economic, and Political Context: explain the role of various social, economic, and political
events and developments in the decline of three or more societies/civilizations, each from a different
region and different period prior to 1500, and how these factors affected people living in these societies
(FOCUS ON: Historical Significance; Cause and Consequence)
D2. Interrelationships: analyse how interrelationships with other societies and with the environment
contributed to the decline of three or more societies/civilizations, each from a different region and
different period prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change)
D3. Cultural Characteristics and Identity: analyse aspects of culture and identity in three or more societies/
civilizations in decline, each from a different region and different period prior to 1500 (FOCUS ON:
Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political respond to changing economic systems, decrease
Context in agricultural yields, economic competition from
other societies, exhaustion of natural resources)
FOCUS ON: Historical Significance; Cause and
Sample questions: “What role did farming
Consequence
practices play in the decline of the Mesopotamian
By the end of this course, students will: Empire?” “What role did changing trade routes
play in the decline of Petra?” “Why did the
D1.1 explain the role of various social events and decline of Constantinople present economic
developments in the decline of some societies/ challenges to Kievan Rus’? What impact did
civilizations and how these factors affected these challenges have on Slavic peoples in this
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

people living in these societies (e.g., with reference region?”

to famine, epidemics, religious strife, conflict
between social classes and/or ethnic groups, D1.3 explain the significance of various political
overpopulation, loss of culture and/or language) events and developments in the decline of some
societies/civilizations (e.g., death of a leader,
Sample questions: “Which civilizations were
disputed succession, end of a dynasty, revolt or
affected by the Black Death? What impact did
revolution in the heart of the civilization or one
it have on them? What was life like in societies
of its component societies, civil war, inability of
where the plague was rampant?” “How did
an empire to protect its territory or control its
overpopulation contribute to the decline of
tributary peoples, conquest by a stronger power)
the Khmer Empire?” “What role did religious
conflict play in the decline of the Kingdom of Sample questions: “How did the struggle for
Aksum? What happened to the people displaced succession in the Songhai Empire contribute to
from this society by the expansion of Islam?” its decline?” “What impact did the Abbasid
Revolution have on the Umayyad Caliphate?”
D1.2 explain the role of various economic events
and developments in the decline of some
societies/civilizations and how these factors
affected people living in these societies (e.g.,
with reference to loss of trade routes, inability to

328
 D2. Interrelationships D3. Cultural Characteristics and
Identity
FOCUS ON: Cause and Consequence; Continuity and
Change FOCUS ON: Continuity and Change; Historical
Perspective
By the end of this course, students will:

World History to the End of

By the end of this course, students will:
D2.1 explain how war and foreign invasion

the Fifteenth Century

contributed to the decline of some societies/ D3.1 analyse various societies/civilizations in
civilizations (e.g., with reference to the Greco- decline to determine common characteristics
Persian Wars, the Peloponnesian War, the sack associated with social decline (e.g., unstable
of Carthage or Constantinople, civil war during political system, lack of leadership, decline in
the Kemmu Restoration, German invaders in the religious observance, stagnant artistic expression,
Roman Empire, the Crusades, the Norman invasion disintegration of laws and customs, obsolete
of England, Muslim conquests in India) technology)
Sample questions: “How did various invasions Sample questions: “When analysing different
(Greek, Macedonian, Roman) contribute to the societies in decline, what common elements do
decline of ancient Egypt?” “What impact did you find? Which element or elements do you
Viking or Mongol invasions have on various think were most decisive with respect to their
societies/civilizations?” “How did war contribute decline? Why?”
to the decline of the Islamic Empire in Central
Asia?” “What impact did the Hundred Years’ D3.2 analyse the role of religion/spirituality in the
War have on English interests in France?” decline of some societies/civilizations (e.g., conflict
among proponents of existing religions; new cults
D2.2 analyse how factors associated with longevity or religions challenging or supplanting the state
and expansion contributed to the decline of religion; proselytism; the influence of the beliefs
some societies/civilizations (e.g., overexpansion of conquered peoples; the use of religion as a basis
CHW3M
and stretching military resources too thin, difficulty for resisting tyranny)
defending expanded borders, uncontrolled immi-
Sample questions: “What was the significance of
gration leading to overpopulation in the centre of
the persecution of Zoroastrians in Persia after
the empire, discontent among conquered peoples,
Muslim invasions?” “What role did Catholicism
failure to adapt to changing times and challenges,
play in the decline of Celtic society in England
loss of markets to more innovative societies)
and Ireland?”
Sample questions: “In what ways might the
identity of people living at the centre of a D3.3 analyse the interrelationship between identity/
large empire have been different from those culture and the decline of some societies/civil-
of conquered peoples living at the empire’s izations (e.g., how conflict among peoples with
periphery? Why might people on the periphery different identities contributed to the decline of some
have been more difficult to control? What impact civilizations; how the decline of empires enabled
might their resistance to authority have had on some conquered peoples to revive old identities/
the empire’s resources?” cultural practices; how societies in decline had
their cultural practices/production challenged or
D2.3 explain how environmental factors (e.g., destroyed by more dominant powers; the extent to
drought, floods, volcanic eruptions, deforestation which the laws, religion, architecture, language of
or depletion of other natural resources, overhunting, the conquering civilization changed the culture/
changes in climate) contributed to the decline of identity of its subjects, even after its decline)
some societies/civilizations
Sample questions: “How did the distinct
Sample questions: “What impact did the identities of peoples who were part of the
eruption of Thera have on Minoan civilization?” Roman Empire at its peak contribute to its
“What impact may changes in climate have had decline? Did the continuing decline of the
on the Indus Valley civilization and/or some empire affect these peoples’ identities or culture?”
Mesoamerican societies?” “In what ways might
CIVILIZATIONS IN DECLINE

environmental factors such as resource depletion

and climate change have contributed to the
decline of Cahokia?”

329
 E. THE LEGACY OF CIVILIZATIONS
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Cultural, and Political Heritage: analyse the socio-economic, cultural, and political
legacies of societies/civilizations from three or more regions and from different periods prior
to 1500 (FOCUS ON: Historical Significance; Continuity and Change)
E2. The Legacy of Interactions: analyse various types of interactions between societies prior to 1500
and how societies benefited from and were harmed by such interactions (FOCUS ON: Cause and
Consequence; Historical Perspective)
E3. The Fifteenth-Century World: demonstrate an understanding of the general social, economic,
and political context in societies in two or more regions of the world in the fifteenth century
(FOCUS ON: Historical Significance; Historical Perspective)

SPECIFIC EXPECTATIONS
E1. Social, Cultural, and Political we learn about these societies from their artistic
Heritage production?” “What is the message of the stories
in One Thousand and One Nights? What is the
FOCUS ON: Historical Significance; Continuity and cultural significance of this volume?” “What
Change impact did Byzantine art have on art produced in
medieval Europe?” “How did the artistic legacy
By the end of this course, students will: of ancient Greece and Rome affect artists during
the Italian Renaissance?”
E1.1 analyse the legacy of some socio-economic
structures, practices, and traditions associated
E1.3 analyse the architectural legacy of various
with various societies/civilizations (e.g., traditions
societies/civilizations (e.g., megaliths such as
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

associated with nomadic and sedentary societies;

Stonehenge or those at Tiwanaku; moai on Rapa
social class/caste divisions; gender roles; division
Nui [Easter Island]; Egyptian or Aztec pyramids;
of labour and specialization of skills; slavery; feudal
hypogea in Syria or Malta; Hindu temples at
structures; agricultural practices; trade routes;
Angkor or Kanchipuram; mosques at Uqba or
markets and bazaars; guilds; rituals and practices
Timbuktu; Incan architecture at Machu Picchu;
around birth, marriage, death; gift-giving ceremonies
Shinto temples; Byzantine, Romanesque, or Gothic
to redistribute wealth; educational practices/struc-
churches; rock-hewn architecture in Ethiopia or at
tures; food and drink; sports and recreation)
Petra; the Great Wall of China or Hadrian’s Wall;
Sample questions: “Why was athletics so Greek and Roman amphitheatres)
important in Greek society? What impact
Sample questions: “What are some buildings
did Greek athletics have on later societies?”
from the ancient world that have status as
“What was the legacy of slavery for societies
UNESCO World Heritage Sites? What is the
that existed prior to 1500?” “How might
significance of this designation?” “Why might
you assess the legacy of gender and/or other
the long-term legacy of a building differ from
hierarchies in some pre-modern civilizations?”
its initial purpose?” “Why was the arch an
important development in the history of
E1.2 analyse the legacy of art and literature from
architecture?”
various societies/civilizations (e.g., painting,
sculpture, stained glass, mosaics; illuminated
E1.4 explain the significance of the contributions
manuscripts; pottery and ceramics; clothing;
of some societies/civilizations to religion and
hieroglyphics; calligraphy; epics, legends, and
philosophy (e.g., with reference to animism,
mythology; sacred texts; theatre; poetry; music)
polytheism, and monotheism; Judaism, Buddhism,
Sample questions: “Why is art an important Christianity, Hinduism, Islam; the contribution
source for studying early societies? What can

330
 of religious orders to art and knowledge; schisms; Sample questions: “What can you learn about
religious tolerance, persecution, and conflict; the intercultural influences from the study of ancient
influence of early schools of philosophy) ruins?” “In what ways was Canaanite culture
a product of fused elements of Egyptian and
Sample questions: “How important were Greek
Mesopotamian cultures?” “What are some
philosophers to the development of Western
products/developments originating in China
philosophy?” “Where did Buddhism first

World History to the End of

that were adopted/adapted by Western societies?
develop? To what extent had it spread by 1500?
How important were these products in the

the Fifteenth Century

What impact did it have on the societies in
West?” “In what ways was the development of
which it was adopted?” “What was the legacy
Bhakti doctrine an example of the assimilation
for European countries prior to 1500 of the
of Muslim influence in Hindu society?”
adoption of Christianity by the Roman Emperor
Constantine the Great and his signing of the
E2.2 assess the consequences for one society/civil-
Edict of Milan?” “What role did monks and
ization of coming under the control of another
nuns play in the preservation of knowledge in
(e.g., with reference to assimilation and loss of
Europe after the fall of the Roman Empire?”
culture, language; enslavement; loss of political
autonomy; loss of control over resources; broadening
E1.5 assess the significance of scientific and/or
of arts, knowledge; new markets and trade oppor-
technological contributions from various
tunities; access to new technologies)
societies/civilizations (e.g., alphabets, astronomy,
calendars, the compass, the crossbow, gun powder, Sample questions: “Do you think that the
irrigation systems and aqueducts, mathematics, conquest of various societies by the Gupta or the
chemistry, medicine, metallurgy, paper, the printing Persian Empire was more beneficial or harmful
press, roads, war chariots, weaving) for those societies? What was the most significant
or influential change for these societies?”
Sample questions: “Where did the number
zero originate? What is the significance of
E2.3 compare approaches to foreign policy/ CHW3M
this development?” “What scientific/medical
international relations of different societies/
developments occurred during the Golden Age
civilizations (e.g., tolerance, openness, cooperation,
of Islam?”
the development of trade routes and alliances versus
isolationism, aggression, invasion, war, militarism)
E1.6 assess the significance of political and legal
contributions of some societies/civilizations Sample questions: “What changes in approaches
(e.g., dynastic traditions, monarchy, Athenian or to foreign policy occurred under the reign of
Haudenosaunee democracy, the Roman republic, Ashoka the Great?” “In what ways did the
bureaucracy; ideas about citizenship in different approach of Hatshepsut to international
societies; the Code of Hammurabi, the Draconian relations differ from that of Pericles?”
constitution, the Code of Justinian, Magna Carta)
Sample questions: “What are the advantages of E3. The Fifteenth-Century World
written legal codes? Where did this tradition
begin? What are some key developments in this FOCUS ON: Historical Significance; Historical
tradition?” “What was the significance of the Perspective
integration of the principles of Confucianism
into Chinese law?” By the end of this course, students will:

E3.1 explain some key social trends and develop-

E2. The Legacy of Interactions ments in societies in different parts of the world
in the fifteenth century (e.g., continuing urban
FOCUS ON: Cause and Consequence; Historical development in some societies; the beginning of the
Perspective decline of feudalism in some societies; European
voyages of exploration; the Renaissance; the
By the end of this course, students will: Spanish Inquisition; witch hunts)
THE LEGACY OF CIVILIZATIONS

E2.1 describe ways in which practices or innova- Sample questions: “Why were cities becoming
tions in one society/civilization were borrowed increasingly important at this time?” “What
by other societies/civilizations (e.g., with reference factors contributed to the development of
to the wheel, agricultural practices and products, Renaissance humanism?” “What was the
writing systems, mathematics, scientific knowledge, function of guilds? Why were they becoming
religion, weaponry), and analyse the significance increasingly important during this period?”
of this influence

331
 E3.2 describe economic structures and explain E3.4 describe the roles and status of women, men,
some key economic events and/or developments and children in some societies in different parts
Grade 11, University/College Preparation

in societies in different parts of the world in of the world in the fifteenth century (e.g., the
the fifteenth century (e.g., development of early social, economic, political, religious, and familial
capitalism in some societies; developments in roles of women and men; ideas about work,
agrarian economies; dominant trade routes; the education, gender roles of children; differences
first wave of European colonialism) among classes)
Sample questions: “How was capitalism starting Sample questions: “In what ways were the roles
to transform the established economic order in of children at this time different from those of
some societies at this time?” “What was the today? How did a family’s social status affect
economic impact of the voyages of Zheng He the roles of its children?” “In what ways did the
and the early years of the European Age of role/status of women differ in different societies
Exploration?” at this time? Were there commonalities across
societies?” “What sort of education did the
E3.3 describe political structures and explain majority of people receive at this time? What
some key political events and/or developments was the relationship between level of education
in societies in different parts of the world in the and a person’s class or caste?”
fifteenth century (e.g., strong dynasties and those
in decline; rivalries and wars arising from disputed
succession; the influence of religion on politics;
political structures in the main centres of power
and those in outlying regions; edicts expelling Jews
from several European states; the expansion of the
Aztec, Inca, Ottoman, and Songhai Empires)
Sample questions: “What was the significance
of the War of the Roses?” “What factors contrib-
uted to the establishment of the Iroquois
Confederacy?” “How did Ottoman rulers
treat their conquered lands and populations?
How did this treatment help consolidate the
Ottoman Empire?” “Why did the conquests
of Timur (Tamerlane) contribute to one of the
greatest periods of Islamic art?” “What was the
Treaty of Tordesillas? What political events and
values contributed to its development?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

332
Origins and Citizenship: The
History of a Canadian Ethnic
Group, Grade 11
Open CHE3O

This course focuses on the history of people who came to Canada from a specific country
or region. Students will explore historical developments and events in the group’s country
of origin, the factors that influenced the decision of members of this group to emigrate,
their historical experiences in Canada, and their contributions to Canadian identity and
heritage. Students will apply the concepts of historical thinking and the historical inquiry
process, including the interpretation and analysis of evidence, when investigating various
aspects of the group’s history.

Note: This course is to be developed and delivered with a focus, to be determined by the
school, on the history of a specific ethnic group that now lives in Canada. However, with
the school’s approval, teachers may wish to allow some students to focus on one group,
while other students focus on a different group.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the
locally developed compulsory course (LDCC) in Canadian history

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating the history of the selected ethnic group

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

333
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking
Grade 11, Open

B. The Ethnic Group in Its Region of Origin

B1. Social, Economic, and Political Context: analyse key A variety of structures and What is culture? What
social, economic, and political events, trends, and/or events shaped the components make up
developments in the selected ethnic group’s country or historical development of culture? Are they the same
region of origin and how they changed over time different groups in their for every ethnic group?
(FOCUS ON: Historical Significance; Continuity and country of origin.
How do we identify, and
Change)
determine the importance
B2. Significant Interactions: analyse the impact of Interactions between of, turning points in an
significant interactions, including interactions with the groups and between ethnic group’s history?
environment, on the selected ethnic group’s country or human and natural
region of origin (FOCUS ON: Historical Significance; Cause systems have intended How do communities
and Consequence) and unintended change?
consequences.

B3. Culture and Identity: analyse ways in which various Culture and identity are
factors contributed to the development of culture and not static.
identity in the selected ethnic group in its country or
region of origin (FOCUS ON: Continuity and Change;
Historical Perspective)

C. Factors Influencing Migration to Canada

C1. Social, Economic, and Political Factors: analyse There were often Why do people emigrate?
ways in which various social, economic, and political significant catalysts that Are the reasons the same
factors influenced people’s decisions to emigrate, with led a person or a group of for all groups?
particular emphasis on the selected ethnic group people to leave their
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Why might social, economic,

(FOCUS ON: Historical Significance; Continuity and home country.
and political factors lead to
Change)
progress for some people
C2. Conflict and Repression: analyse the roles played Institutional racism and yet decline for others within
by conflict and denial of rights in people’s decisions to denial of rights often led the same community?
emigrate, with particular reference, where applicable, to emigration.
to the selected ethnic group (FOCUS ON: Cause and What catalyst or catalysts
Consequence; Continuity and Change) led this group to immigrate
to Canada?
C3. Supports and Incentives: analyse the roles played Immigration is the result
by family, community organizations, and governments of a combination of many Why did this group choose
in people’s decisions to emigrate, and in attracting them factors, both personal and Canada as its destination?
to Canada (FOCUS ON: Historical Perspective) political.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

334
 The History of a Canadian Ethnic Group
Origins and Citizenship:
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. The Canadian Experience

D1. Settling in Canada: explain how various social and Historical trends as well What impact did
economic factors influenced the settlement of some as personal factors immigration to Canada
ethnic groups in Canada, with particular reference to have influenced where have on people from
the selected ethnic group, and analyse the impact of immigrants have settled this ethnic group?
ethnic settlements in this country (FOCUS ON: Historical in Canada.
Why have members of
Significance; Continuity and Change)
this community chosen
D2. Facing Challenges in Canada: analyse various Immigration to Canada to live where they do?
challenges that have faced new immigrants to Canada, has presented, and
as well as policies that have been developed to address continues to present, Is Canada a welcoming
some of those challenges (FOCUS ON: Cause and challenges as well as country?
Consequence; Historical Perspective) opportunities. How has this ethnic group
D3. Contributing to Canada: explain various ways in Immigrants have contributed to Canada
which ethnic groups, including the selected ethnic made many significant and the development of
Canada’s global identity? CHE3O
group, have contributed to Canada (FOCUS ON: contributions to Canada.
Historical Significance; Continuity and Change) Are all contributions
given equal treatment
in Canada’s narrative?

E. The Ethnic Group in Contemporary Canada

E1. Social, Economic, and Political Issues: analyse ways Issues in their region How have Canadian
in which some social, economic, and/or political issues, of origin can continue society and governments
events, and/or developments at the local, national, and to affect immigrants responded to the
international level have affected the selected ethnic in Canada. presence of ethnic and
group in Canada (FOCUS ON: Historical Significance; racial minorities?
Cause and Consequence)
What is the place of this
E2. From Assimilation to Multiculturalism: analyse Canadians have not community in Canada’s
the evolution of social and political perspectives and always welcomed those narrative? Should Canada’s
political policies related to immigration and cultural they perceived as different narrative be re-examined?
diversity in Canada (FOCUS ON: Cause and Consequence; or unassimilable.
Historical Perspective)

E3. Cultural Traditions: analyse some of the challenges Balancing tradition with
that ethnic groups face in trying to maintain their new cultural and social
traditional cultures, and describe ways in which groups ideas is challenging.
in Canada have maintained their cultures (FOCUS ON:
Historical Significance; Continuity and Change)
OVERVIEW

335
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 11, Open

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating the history of the selected ethnic group;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering the perspective, bias, accuracy, purpose,
and context of the source and the values and expertise
A1.1 formulate different types of questions to of its author)
guide investigations into issues, events, and/or
developments relevant to the history of the Sample questions: “Would letters written by
selected ethnic group (e.g., factual questions: new immigrants to families back home be a
What were the key factors that led to the emigration reliable source with respect to their experience
of this ethnic group?; comparative questions: in Canada? Why or why not?” “When you
What are the main similarities and differences read pamphlets and posters produced by the
between the current and historical experience of Canadian government to attract immigrants,
this ethnic group in Canada?; causal questions: why is it important to understand the context
What impact has institutionalized racism had on in which these publications were produced?”
this ethnic community in Canada?) “Whose perspectives might be included in
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and/or missing from government publications?

A1.2 select and organize relevant evidence and What are the implications for these inclusions/
information on aspects of the history of the omissions?”
selected ethnic group from a variety of primary
and secondary sources (e.g., primary: artefacts A1.4 interpret and analyse evidence and informa-
or architecture from the region or country of origin, tion relevant to their investigations, using various
art work from the time, autobiographies, diaries, tools, strategies, and approaches appropriate
letters, maps, oral histories, period newspapers, for historical inquiry (e.g., create a timeline to show
photographs, political cartoons; secondary: books the chronology of changes in attitudes towards a
and/or articles from the library, classroom text- specific ethnic group in Canada; use a cause-and-
books, documentaries or other films, current consequence organizer to help them analyse factors
newspapers, websites), ensuring that their leading to emigration; determine the short- and
sources reflect different perspectives long-term consequences of conflict(s) that affected
an ethnic group in its country of origin; compare the
Sample questions: “What can architecture and experiences of immigrants from this ethnic group
religious/spiritual artefacts tell you about the at two or more different periods of time)
history and identity of a group of people?”
“What are some sources on the immigrant Sample questions: “What type of tool might
experience in Canada? Why would it be useful help you analyse the extent of changes over
to consult both official government sources as time in traditional ceremonies and celebrations
well as more personal sources such as diaries, of this ethnic group?” “What criteria would
letters, or memoirs? What are the strengths and you use to rank the causes for this group’s
shortcomings of these respective sources?” immigration to Canada?”

336
A1.5 use the concepts of historical thinking (i.e., A1.9 use appropriate terminology when com-
historical significance, cause and consequence, municating the results of their investigations
continuity and change, and historical perspective) (e.g., vocabulary specific to their topics; terminology

The History of a Canadian Ethnic Group

when analysing, evaluating evidence about, related to history and to the concepts of historical
and formulating conclusions and/or judgements thinking)
regarding historical issues, events, and/or
developments relevant to the selected ethnic

Origins and Citizenship:

group (e.g., use the concept of historical significance
A2. Developing Transferable Skills
when assessing the impact that this ethnic group has Throughout this course, students will:
had on identity and culture in Canada; consider the
concept of cause and consequence when analysing A2.1 describe some ways in which historical
instances of forced migration; use the concept of investigation can help them develop skills,
continuity and change when analysing the evolution including the essential skills in the Ontario
of social or political structures in the ethnic group’s Skills Passport (e.g., skills related to reading
country or region of origin; use the concept of text, writing, document use, computer use, oral
historical perspective when assessing the motives communication, numeracy), that can be transferred
behind Canadian immigration policies) to postsecondary opportunities, the world of
work, and everyday life
Sample questions: “Which concept or concepts
of historical thinking do you think would be
A2.2 apply in everyday contexts skills and work
most applicable when determining the impact
habits developed through historical investigation
of political upheaval on this ethnic group in its
(e.g., use skills to assess the credibility of sources in
country of origin? Why?”
a newspaper article, to analyse statistics provided
by the government in support of a new policy, to
A1.6 evaluate and synthesize their findings to
understand the historical context of a film or book,
formulate conclusions and/or make informed
to engage in informed discussions; apply work
judgements or predictions about the issues, CHE3O
habits such as taking initiative in their part-time
events, and/or developments they are
job or working independently in order to complete
investigating
a project on time)
Sample questions: “What did you find out
about differences between the intergenerational A2.3 apply the knowledge and skills developed
gaps among newcomers and native-born in the study of history when analysing current
Canadians? What factors explain these social, economic, and/or political issues, in
differences?” order to enhance their understanding of these
issues and their role as informed citizens
A1.7 communicate their ideas, arguments, and
Sample questions: “When you analyse this
conclusions using various formats and styles,
issue, do you see any continuity between it and
as appropriate for the audience and purpose
a historical issue you have studied? Why might
(e.g., a seminar on the impact of social, political,
understanding the significance or causes and
or economic structures on the development of the
consequences of the historical issue help you
selected group; a presentation on a proposal for a
deepen your understanding of this current
culturally accurate activity to be held at an ethnic
issue?” “How might understanding the histories
festival of their choice; a debate on the treatment of
and cultures of some ethnic groups in Canada
the selected group on its arrival to Canada; a blog
affect your position on current debates related
about the accuracy of a film, television show, or
to multiculturalism in Canada?”
novel portraying a particular ethnic group; a game
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
that recreates an immigrant’s journey to Canada;
A2.4 identify some careers in which the skills
digital interviews with individuals from an ethnic
learned in history background might be useful
group on its migration experience; a graphic story
(e.g., aid worker, archivist, curator, educator, film
detailing the generational divide between first- and
maker, game designer, policy analyst, politician,
second-generation immigrants from the selected
researcher, social worker)
group)

A1.8 use accepted forms of documentation

(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to reference
different types of sources (e.g., archival sources,
articles, art works, blogs, books, films or videos,
oral evidence, websites)

337
 B. THE ETHNIC GROUP IN ITS REGION
OF ORIGIN

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

B1. Social, Economic, and Political Context: analyse key social, economic, and political events, trends,
and/or developments in the selected ethnic group’s country or region of origin and how they changed
over time (FOCUS ON: Historical Significance; Continuity and Change)
B2. Significant Interactions: analyse the impact of significant interactions, including interactions with
the environment, on the selected ethnic group’s country or region of origin (FOCUS ON: Historical
Significance; Cause and Consequence)
B3. Culture and Identity: analyse ways in which various factors contributed to the development of
culture and identity in the selected ethnic group in its country or region of origin (FOCUS ON:
Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political B1.2 describe the family structure(s) that pre-
Context dominated in this ethnic group’s country or
region of origin (e.g., whether marriage was
FOCUS ON: Historical Significance; Continuity and monogamous or polygamous; the prevalence of
Change nuclear, non-nuclear, multi-generational, blended,
and/or multi-ethnic families; gender roles within
By the end of this course, students will: the family)
B1.1 analyse the historical development of key
B1.3 explain ways in which some key scientific
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

social structures and trends in this ethnic

and/or technological developments affected
group’s country or region of origin (e.g., with
this ethnic group and/or its country or region
reference to social class or caste, inherited wealth
of origin (e.g., with reference to developments in
and privilege or poverty and low status, the status
agriculture, architecture, medicine, transportation,
of women and/or children, attitudes and behaviours
weaponry)
towards differently abled people, treatment and
care of the elderly, formal and informal education Sample questions: “What changes resulted from
systems, marriage practices, level of urbanization) improvements over time in farming techniques
in this region?” “What developments do you
Sample questions: “What impact did develop-
see over time in the construction of buildings
ments in education have on this group? Was
in this society? Were different materials, styles,
education available to all members of the group?”
and/or techniques used? What might account
“Was it possible for people from one social
for these changes?”
class/caste to move into a different class/caste
in this society? Did expectations associated B1.4 analyse key aspects of the historical develop-
with social class or caste change over time?” ment of the economy in this ethnic group’s
“What was the status of women in this society? country or region of origin (e.g., with reference
What attitudes were reflected in the treatment to the development of barter and trade; when the
of women? Did these attitudes change over country industrialized; the impact of colonization
time?” “What attitudes were reflected in the on economic development and economic structures;
treatment of the poor in this society?” “What
evidence do you see of racial and/or ethnic
tensions in this society?”

338
 whether the country had a traditional, command, Sample questions: “Is cooperation always
or market economy, and changes from one system mutually beneficial? In what ways has it
to another) benefited this ethnic group? Do you think

The History of a Canadian Ethnic Group

Sample questions: “What were the economic the other group or groups in this relationship
turning points for this country and/or ethnic benefited equally? More? Less?”
group? Why did you select these as the turning
B2.3 analyse the impact of some natural and/or
points?” “How did women participate in the

Origins and Citizenship:

human-created environmental disasters on
economy of this country or region?”
people (e.g., natural events: drought, floods,
B1.5 analyse key aspects of the historical develop- earthquakes, volcanoes; human-created events:
ment of political systems/structures in this famine; extreme environmental degradation,
ethnic group’s country or region of origin including that resulting from resource extraction;
(e.g., the types of government that characterized nuclear/industrial accidents), with a particular
different periods in the country’s history – monarchy, emphasis, where applicable, on this ethnic
theocracy, tribal government, dictatorship, democ- group in its country or region of origin
racy, junta, revolutionary government; whether the Sample questions: “Whose lives were changed
country was ever a colony and, if so, the structures by this natural disaster? How significant is this
in its colonial and self-government phases; the event in the ethnic group’s story?”
involvement, if any, of religious/spiritual leaders
in political structures; how war and/or revolution
affected political structures) B3. Culture and Identity
Sample questions: “Was this country ever FOCUS ON: Continuity and Change; Historical
colonized? If so, what impact did this have Perspective
on the country and the selected ethnic group?
Under what circumstances was political By the end of this course, students will:
independence achieved? What was the CHE3O
immediate result of independence? How has B3.1 analyse key aspects of the historical
the country evolved since independence? development of the arts within this ethnic
What impact have the changes had on this group’s country or region of origin and how
ethnic group?” they contributed to the development of identity
in this group (e.g., with reference to visual arts,
music, dance, literature, architecture, clothing)
B2. Significant Interactions Sample questions: “What can you find out
FOCUS ON: Historical Significance; Cause and about this group by looking at its art? In what
Consequence ways will studying its art works help you gain
a better understanding of this group’s identity/
By the end of this course, students will: identities?” “What is distinctive about the
traditional clothing of this group? What are
B2.1 analyse ways in which human conflicts have some factors that account for its characteristics?
shaped the history of this ethnic group in its What did differences in clothing signify about
country or region of origin (e.g., with reference, different member of this society?”
as applicable, to war, invasion, genocide, religious
conflict, revolution, rebellion, persecution, repression, B3.2 analyse some ways in which religious/
enslavement, class conflict) spiritual beliefs and practices in the country or
region of origin contributed to the development
Sample questions: “In what ways was this
of identity and culture in this ethnic group
THE ETHNIC GROUP IN ITS REGION OF ORIGIN
ethnic group affected by internal or external
(e.g., with reference to traditions of monotheism or
conflicts? What criteria would you use to
polytheism; religious/spiritual rituals; celebrations
determine which conflict had the greatest
and ceremonies related to the environment; religious
impact on this group?”
art, architecture, and music; dietary rules and
B2.2 analyse ways in which cooperation among restrictions; spiritual/religious practices related to
members of this ethnic group and/or between death; religious teachings about the roles of men
this group and other groups has shaped the and women)
history of this group in its country or region Sample questions: “Did the religious/spiritual
of origin (e.g., with reference, as applicable, to beliefs of this group change over time? What
treaties, colonial settlement schemes, collaboration impact did the change, or lack of change, have
with imperial powers, trade, intermarriage) on the development of identity in this group?”
“What do the cultural artefacts of this society
tell you about its religious/spiritual beliefs?”

339
 B3.3 analyse the relationship this ethnic group
had with the environment in its country or
region of origin and how this relationship
contributed to the development of identity
and culture in this group (e.g., with reference
to seasonal rhythms, animism, use of land and
resources, available game and/or suitability of land
for particular crops, materials available for building,
methods for dealing with waste and sewage)
Grade 11, Open

Sample questions: “What connections are there

between this group’s religious/spiritual beliefs
and the society’s view of and relationship with
the environment?” “What materials did these
people use to build their homes? What do these
materials reveal about the local environment?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

340
C. FACTORS INFLUENCING MIGRATION

The History of a Canadian Ethnic Group

TO CANADA

Origins and Citizenship:

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Social, Economic, and Political Factors: analyse ways in which various social, economic, and
political factors influenced people’s decisions to emigrate, with particular emphasis on the selected
ethnic group (FOCUS ON: Historical Significance; Continuity and Change)
C2. Conflict and Repression: analyse the roles played by conflict and denial of rights in people’s
decisions to emigrate, with particular reference, where applicable, to the selected ethnic group
(FOCUS ON: Cause and Consequence; Continuity and Change)
C3. Supports and Incentives: analyse the roles played by family, community organizations, and
governments in people’s decisions to emigrate, and in attracting them to Canada (FOCUS ON:
Historical Perspective)

CHE3O
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political shortages, land degradation), and analyse the
Factors experience of the selected ethnic group to
determine the extent to which it was influenced
FOCUS ON: Historical Significance; Continuity and by these factors
Change
Sample questions: “In what ways did changes
By the end of this course, students will: in land use or agricultural practices over time
affect some people’s decisions to emigrate?”
C1.1 describe some ways in which social factors “What impact might a government’s decision
in their countries of origin influenced people’s to alter the land use of a specific region have
decisions to emigrate (e.g., with reference to had on the decision of some people to emigrate?”
overpopulation; urbanization; systemic racism;
enslavement; lack of access to education; societal C1.3 describe some ways in which economic
values and attitudes towards women, children, factors in their countries of origin influenced
LGBT communities; rigid class or caste systems), people’s decisions to emigrate (e.g., with reference
and analyse the experience of the selected ethnic to unemployment, poverty, child labour, lack of
group to determine the extent to which it was opportunities for people from certain groups,
influenced by these factors indentured labour, rural decline, loss of traditional
work), and analyse the experience of the selected FACTORS INFLUENCING MIGRATION TO CANADA
Sample questions: “Which social factor do you
ethnic group to determine the extent to which it
think had the greatest impact on the decision
was influenced by these factors
of members of this ethnic group to emigrate?
What criteria might you use to judge the impact Sample questions: “What economic factors
of these social factors?” pushed people from this ethnic group to migrate?
Have these factors changed over time?”
C1.2 describe some ways in which environmental
issues, events, and/or developments, both C1.4 describe some ways in which political factors
natural and human-made, in the region of origin in their countries of origin influenced people’s
influenced people’s decisions to emigrate (e.g., decisions to emigrate (e.g., with reference to
with reference to lack of resources/land, natural discriminatory or assimilationist policies; repressive
or human-created environmental disasters, water governments; political persecution; political corrup-
tion; human rights abuses; political instability,

341
 coups, or civil wars), and analyse the experience C3. Supports and Incentives
of the selected ethnic group to determine the
extent to which it was influenced by these factors FOCUS ON: Historical Perspective

Sample questions: “Which government policies By the end of this course, students will:
affected this ethnic group? Which policy, if any,
was a turning point for this ethnic group and the C3.1 analyse the role of community support groups
decision of some of its members to emigrate? and organizations, both in the home country
Why did this policy have this impact?” and in Canada, in some people’s decisions
to emigrate, including, where applicable, the
Grade 11, Open

decision of members of the selected ethnic group

C2. Conflict and Repression (e.g., with reference to missionaries, church/religious
refugee-sponsorship programs, charities assisting
FOCUS ON: Cause and Consequence; Continuity and
in family reunification)
Change
Sample questions: “What are some groups
By the end of this course, students will: whose immigration to Canada was supported
or sponsored by religious organizations?”
C2.1 explain the role of conflict between groups in “What are some ethnic advocacy or service
some people’s decisions to emigrate, including, organizations that have been active in Canada?
where applicable, the decision of members of What role have they played in assisting immi-
the selected ethnic group (e.g., with reference grants to Canada?”
to wars, including civil wars; religious or ethnic
conflict; conflict between social classes or castes; C3.2 describe some ways in which family
conflict resulting from the division of an existing considerations have influenced migration,
country or the union of smaller units into a single with reference both to migrants and to family
state) members left in the country of origin (e.g., the
migration of single men and women to earn money
Sample questions: “What types of conflicts
to support families back home; the migration of a
have affected this ethnic group? Which do you
parent hoping to establish himself or herself and
think was a catalyst for people’s decision to
send for his or her family; the pull of family already
emigrate?”
in the new country, and their ability to sponsor
C2.2 explain the role of the denial of civil, human, family members; migration for educational purposes,
and/or citizenship rights in some people’s deci- with the goals of returning home to help the family/
sions to emigrate, including, where applicable, community; male-dominated communities in the
the decision of members of the selected ethnic new country and female-dominated families in the
group (e.g., with reference to religious or political country of origin), and analyse the experience of
the selected ethnic group to determine ways in
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

persecution, slavery, apartheid, genocide or ethnic

cleansing, gender inequality, persecution of people which such considerations affected its migration
with mental or physical disabilities or from LGBT Sample questions: “What role did family
communities) obligation or commitment play in the decision
Sample questions: “How might religious laws of members of this group to emigrate?” “What
and practices related to women contribute to a factors determined whether immigrants were
group’s decision to come to Canada?” “What able to come to Canada with their families or
role, if any, did institutionalized racism play in not?” “Did the group you are studying tend to
the decision of this group of people to emigrate? immigrate in family units, or were some family
Do you think migration was an intended or members left behind in the country of origin?”
unintended result of this racism?”
C3.3 analyse the role of migration myths
C2.3 describe some instances of the forced migra- perpetuated by governments and/or by ethnic
tion of groups in different regions and different communities on some people’s decisions to
periods of history (e.g., the African slave trade, migrate, including, where applicable, the
the enclosure movement in Scotland, the partition decision of members of the selected ethnic
of India, dam construction and resultant flooding group (e.g., Canada’s “Last Best West” campaign;
in China), and, if applicable, explain the impact the “brain drain”; the idea, particularly in the
of forced migration on the selected ethnic group Eastern Bloc, that people who emigrate are traitors;

342
 the idea of the land of opportunity; myth versus
reality with respect to the Underground Railroad)

The History of a Canadian Ethnic Group

Sample questions: “Do you notice any common
themes in the migration myths perpetuated by
governments and those perpetuated by ethnic
communities? How important do you think the
role of these myths was in people’s decisions

Origins and Citizenship:

to migrate?”

C3.4 explain why the selected ethnic group

chose Canada as its destination (e.g., immigrant-
recruitment campaigns by the Canadian government,
common language, universal suffrage, availability
of land, religious freedom, the Canadian Charter
of Rights and Freedoms and respect for human
rights, opportunities for education and/or work,
familial ties)
Sample questions: “What were some factors
that attracted immigrants to Canada? Which
of these factors were most important for this
group? In what ways did the experience of this
group of people in their country of origin help
determine what drew them to Canada?”

CHE3O

FACTORS INFLUENCING MIGRATION TO CANADA

343
 D. THE CANADIAN EXPERIENCE

OVERALL EXPECTATIONS
By the end of the course, students will:
Grade 11, Open

D1. Settling in Canada: explain how various social and economic factors influenced the settlement of
some ethnic groups in Canada, with particular reference to the selected ethnic group, and analyse
the impact of ethnic settlements in this country (FOCUS ON: Historical Significance; Continuity and
Change)
D2. Facing Challenges in Canada: analyse various challenges that have faced new immigrants to Canada,
as well as policies that have been developed to address some of those challenges (FOCUS ON: Cause
and Consequence; Historical Perspective)
D3. Contributing to Canada: explain various ways in which ethnic groups, including the selected
ethnic group, have contributed to Canada (FOCUS ON: Historical Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
D1. Settling in Canada Sample questions: “What impact would the
state of the Canadian economy at the time of
FOCUS ON: Historical Significance; Continuity and arrival have had on how and where an ethnic
Change group settled? What economic challenges or
opportunities did the selected ethnic group
By the end of this course, students will: face upon arrival in Canada? In what ways
did these opportunities or challenges influence
D1.1 explain the impact of various social factors
where the group tended to settle?”
on decisions relating to the initial settlement
of some ethnic groups in Canada, including,
D1.3 describe, and analyse the influence of, factors
where applicable, the selected ethnic group
that contributed to the decision of some ethnic
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

(e.g., the tendency for a group to gravitate towards

communities, including, where applicable, the
its own members, the reunification of families, the
selected ethnic group, to relocate from their
availability of support services, languages spoken,
initial place of settlement in Canada (e.g., with
location of places of worship)
reference to economic stability and independence,
Sample questions: “What support services the purchase of a home, forced resettlement/
are available for newcomers to Canada? Who relocation, changes in the job market)
provides these services today? Who provided
Sample questions: “Why do some neighbour-
them in the past?” “What social factor would
hoods continually experience waves of new
you rate as the most significant in determining
immigrants, with established families moving
the settlement pattern of this group in Canada?
elsewhere?” “What ethnic communities origin-
What criteria did you use to help you make
ally lived in the Kensington Market district of
your determination?”
Toronto? Are they still there? If not, what led
them to move? Where did they go?”
D1.2 explain the impact of various economic
factors on decisions relating to the initial
D1.4 analyse the significance for both the ethnic
settlement of some ethnic groups in Canada,
group and the larger community of the estab-
including, where applicable, the selected ethnic
lishment of ethnic neighbourhoods in Canada
group (e.g., employment opportunities, including
(e.g., with reference to Africville, Buxton; neighbour-
factory, construction, farm, and domestic work;
hoods such as Chinatown, Greektown, Koreatown,
the state of the Canadian economy at the time
Little India, Little Bangladesh, Little Italy, Little
of the group’s arrival; the availability of free or
Burgundy, Little Jamaica, Jewish quarters; Mennonite
subsidized land; the cost of living; the availability
settlements around Kitchener-Waterloo; Doukhobors
of housing/accommodation)

344
 settlements in the Kootenays; Ukrainian settlements D2.3 analyse ways in which Canadian public
in Manitoba; Haitians in Quebec) policy and/or institutions reflect a recognition
of challenges that have faced ethnic communities

The History of a Canadian Ethnic Group

Sample questions: “Why do some municipalities
in Canada (e.g., with reference to the establishment
celebrate and promote the ethnic neighbourhoods
of human rights legislation and commissions,
that are found within their boundaries? Was
apologies and compensation for the treatment of
this always the case?” “What contributions did
Chinese and Japanese Canadians, provisions in
immigrants make to the growth of the economy

Origins and Citizenship:

the Canadian Charter of Rights, anti–hate speech
in their local communities?”
legislation, changes to immigration and/or refugee
policy, Afrocentric schools)
D2. Facing Challenges in Canada
FOCUS ON: Cause and Consequence; Historical D3. Contributing to Canada
Perspective FOCUS ON: Historical Significance; Continuity and
Change
By the end of this course, students will:
By the end of this course, students will:
D2.1 analyse some challenges that Canadian
immigration policies have presented to some D3.1 describe the contributions of individuals
ethnic groups, with a particular focus, where from various ethnic groups, including the
applicable, on the selected ethnic group (e.g., specific ethnic group under study, to their own
with reference to quota systems; points systems; communities and to the development of culture
the Chinese Head Tax; the Chinese Immigration and identity in Canada (e.g., with reference to
Act of 1923; the continuous journey regulation literature, art, film, television, politics, the media,
of 1908; changes to the Immigration Act in 1910, education, science and technology, sports, business)
1919, 1952, or 1976; the Immigration and Refugee
Protection Act of 2002; attitudes towards passengers Sample questions: “What are some novels by CHE3O
on the Komagata Maru or SS St Louis; changing writers from ethnic groups about the experience
refugee policies; the Domestic Workers Scheme; the of immigrants or ethnocultural minorities in
Canada-U.S. Safe Third Country Agreement) Canada? What themes/issues do they address?
What contributions have these writers made to
Sample questions: “In what ways did Canada’s identity and heritage in Canada?”
immigration policies reflect the social attitudes
of the time?” “What does Clifford Sifton’s view D3.2 describe various ways in which ethnic groups
that ‘only farmers need apply’ tell you about have contributed to culture and identity in
Canada’s economic needs and social attitudes Canada (e.g., museums and cultural centres,
at the time?” “Why were some ethnic groups arts and crafts, music, architecture, foods, neigh-
given preferential treatment in the past?” “Did bourhoods, economic contributions, military
the ethnic group you are studying benefit or contributions), and assess the contribution
suffer from Canada’s immigration policies?” of the specific ethnic group under study
D2.2 analyse challenges that institutionalized Sample questions: “What are some contributions
racism and prejudice in Canada have presented from ethnic groups that have become a part
to some ethnic groups, with a particular focus, of mainstream Canadian culture?” “What are
where applicable, on the selected ethnic group some factors that affect the ability of ethnic
(e.g., with reference to segregation, discrimination communities to contribute to culture or identity
in jobs and/or housing, antisemitism, assimilation, in Canada?” “What do you think is the most
stereotypes, streaming students, racial profiling, significant contribution of this ethnic group
internment) to Canada? Why?”
Sample questions: “Which ethnic groups have D3.3 demonstrate an understanding of the inter-
been most affected by racist attitudes, prejudice, dependence between Canada and people who
and/or institutional discrimination in Canadian have come here from abroad, including the
THE CANADIAN EXPERIENCE

history? What impact did such attitudes have mutual advantages of this interrelationship
on these groups?” “What have been some of (e.g., the contributions of immigrants as skilled
the intended and unintended consequences workers, tradespeople, and/or domestic workers;
of racial profiling?” “Why does Canada not migrant workers and the role they play in Canadian
always recognize the academic credentials of agriculture; the ability of immigrants to send
immigrants from certain countries?” “Is there remittances to their family/community in their
evidence that the group you are studying faced – country of origin; the potential for international
or continues to face – discrimination in Canada?” students to return to their country with skills and
knowledge that can benefit their community; the

345
 contribution of immigrants to population and
economic growth in Canada), and analyse this
interrelationship with reference to the selected
ethnic group
Sample questions: “In what ways did the
farm families who came to Canada in the early
twentieth century benefit Canada? In what
ways did they benefit from their migration to
Canada?” “What services do migrant workers
Grade 11, Open

provide? In what ways are these services

beneficial to Canadian farmers? To Canadians
in general?” “How important has immigration
been for maintaining population rates in
Canada?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

346
E. THE ETHNIC GROUP IN

The History of a Canadian Ethnic Group

CONTEMPORARY CANADA

Origins and Citizenship:

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Economic, and Political Issues: analyse ways in which some social, economic, and/or political
issues, events, and/or developments at the local, national, and international level have affected the
selected ethnic group in Canada (FOCUS ON: Historical Significance; Cause and Consequence)
E2. From Assimilation to Multiculturalism: analyse the evolution of social and political perspectives
and political policies related to immigration and cultural diversity in Canada (FOCUS ON: Cause and
Consequence; Historical Perspective)
E3. Cultural Traditions: analyse some of the challenges that ethnic groups face in trying to maintain
their traditional cultures, and describe ways in which groups in Canada have maintained their
cultures (FOCUS ON: Historical Significance; Continuity and Change)

CHE3O
SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political E1.2 analyse ways in which some social, economic,
Issues and/or political issues, events, and/or develop-
ments at the national level in Canada have
FOCUS ON: Historical Significance; Cause and affected the selected ethnic group (e.g., demo-
Consequence graphic changes; changes in technology; economic
cycles; changes in political policy with respect to
By the end of this course, students will: immigration, refugees, social services, or foreign
aid; internments or deportations)
E1.1 analyse ways in which some social, economic,
and/or political issues, events, and/or develop- Sample questions: “What impact has the
ments in its country or region of origin have health of the Canadian economy had on how
affected the selected ethnic group in Canada immigrants, including the selected ethnic
(e.g., with reference to social/economic need in the group, have been viewed?” “What are some of
country of origin and the role of remittances; war the reasons behind current changes to Canadian
or political upheaval and the resultant arrival of immigration policy? Are any of these changes
new immigrants or refugees in the community in having an impact on this ethnic group?” “How
Canada; the organization of aid groups within the have treaty relations between the government
community in Canada in response to natural or and indigenous peoples in Canada affected this
human-created disasters abroad; pressure from ethnic group, either directly or indirectly?” THE ETHNIC GROUP IN CONTEMPORARY CANADA
the ethnic group for the Canadian government to
respond to war, social upheaval, or human rights E1.3 analyse ways in which some social, economic,
violations in the country/region of origin; divisions and/or political issues, events, and/or develop-
within the group in Canada reflecting divisions ments at the provincial and/or local level in
within the country of origin; acts of terror abroad Canada have affected ethnic groups, including,
and how they affect the ways members of a group where applicable, the selected ethnic group
are viewed in Canada) (e.g., Ontario legislation such as the 1951 Fair
Employment Practices Act, 1950 amendments
Sample questions: “Have recent conflicts affected to the Conveyancing and Law of Property Act, or
immigration patterns of this group to Canada? the 1962 Human Rights Code; the impact of the
If so, what impact have these changes had Parti Québécois on allophone and anglophone
on the existing community in Canada, or communities in Quebec; the impact of Bill 101
on Canada’s response to this community?” on ethnic communities in Quebec; the impact of
“Which international development do you Premier Davis’s decision to extend public funding
think has had the greatest impact on this group for Catholic schools in Ontario; the creation of
in Canada? Why?”
347
 Afrocentric schools in some areas; the economic society, with reference, where applicable, to the
boom in Alberta; the adoption of a motion in the selected ethnic group (e.g., decline in ethnocentrism,
Quebec National Assembly to ban the kirpan) support for equity, increasing acceptance of inter-
Sample questions: “How important was the marriage and families of mixed ethnic background,
establishment of the Ontario Human Rights decline of segregation, valuing of ethnic neighbour-
Commission for ethnocultural minorities in this hoods, integration of neighbourhoods, tolerance
province?” “What impact has the recent growth for different values in the community, changes in
of the economies of Saskatchewan or Alberta attitudes in response to events such as the Air India
had on ethnic communities in Canada?” bombing or the September 11 terrorist attacks)
Grade 11, Open

Sample questions: “Do you think that attitudes

towards this group have changed for the better
E2. From Assimilation to or worse in the past few decades? What factors
Multiculturalism have contributed to an increase or decrease in
FOCUS ON: Cause and Consequence; Historical tolerance towards and/or acceptance of this
group?”
Perspective

By the end of this course, students will: E2.4 assess the importance of social and political
support and investment at the community level,
E2.1 analyse the evolution of government both for ethnic groups and for Canadian society
policies and perspectives related to the place in general (e.g., with reference to English as a
of immigrants in Canadian society (e.g., from second language programs; citizenship education;
assimilationist, segregationist, or integrationist continuing education; mentoring; policies and
policies to multiculturalism, accommodation, initiatives on equity in education; community
and celebration of differences), and explain their organizations, including ethnic organizations
significance for the selected ethnic group and other non-governmental organizations;
various social services; volunteerism; community
Sample questions: “What is the significance of service awards)
government apologies for the Chinese Head
Tax or the internment of ‘enemy aliens’?” “Do Sample questions: “Why does supporting ethnic
you think the debate over turbans in the RCMP communities through agencies such as the United
or the adoption of Sharia law can be seen as a Way benefit not only the specific community
turning point in ethnic relations in Canada? but also Canadian society as a whole?” “What
Why or why not?” is the role of education in preparing Canadians,
including new Canadians, for active, responsible
E2.2 analyse various government programs or citizenship?”
policies that support multiculturalism (e.g., the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

establishment of Black History Month or Asian

Heritage Month; the funding of ethnic festivals and E3. Cultural Traditions
museums; heritage language programs in schools; FOCUS ON: Historical Significance; Continuity and
modifying uniform requirements to accommodate Change
turbans and hijabs; practices regarding prayer in
schools), and assess whether they meet the needs By the end of this course, students will:
of various ethnic groups, including the selected
ethnic group E3.1 analyse challenges and opportunities
associated with preserving cultural diversity in
Sample questions: “Do you think multicultural
Canada (e.g., the dominance of English-language
festivals celebrate cultural differences or
culture, challenges and opportunities associated
reinforce stereotypes and commodify culture?”
with social media and the Internet, pressures from
“Who chooses which ethnic groups will receive
consumer culture, heritage language programs,
official recognition, such as a heritage month?
prayer rooms for Muslim students in schools,
What criteria do you think should be used to
the dominance of Western clothing and fast-food
make that decision?” “Are there any issues
outlets, tensions between traditional ethnic cultures
in this ethnic community that have tested the
and dominant Canadian cultures and values,
limits of Canada’s multiculturalism policy?”
redefinitions of collective identity)
E2.3 analyse changes over time in social attitudes Sample questions: “Do you think the preserva-
towards ethnic groups and cultural diversity, tion of language/dialect is essential to the
and explain the impact of these changes on preservation of culture? Why or why not?”
relations between these groups and the broader “Do you think it’s acceptable for people from

348
 some ethnic groups to choose not to stand for E3.3 describe ways in which the selected ethnic
the national anthem? Why or why not? Why group has retained its cultural traditions in
might some groups feel that they are not Canada (e.g., through celebrations, ceremonies,

The History of a Canadian Ethnic Group

represented by the national anthem?” “What rituals, food, music, dress, religious/spiritual
impact has globalization had on cultural practices, organizations, retaining specific social/
diversity in Canada?” cultural values)

Origins and Citizenship:

Sample questions: “What changes have occurred
E3.2 analyse intergenerational challenges experi-
in this ethnic group’s celebrations and ceremonies
enced by families in ethnic communities in
since it came to Canada? What might account
Canada (e.g., with reference to ways of dress,
for why some elements have stayed the same
use of make-up, interactions with the opposite sex,
while others have changed?”
attitudes towards sexuality and LGBT issues, the
music and books the younger generation chooses
to listen to and read, course choices in high school,
competing pressures on the younger generation to
assimilate into mainstream Canadian society and
preserve/respect their traditional culture, attitudes
towards money)
Sample questions: “Why might conflicts emerge
between different generations in an ethnic
community? Why might some people in an
ethnic community want their youth to resist
the beliefs and values of the dominant culture?”
“Why might the intergenerational gap between
newcomers and their children differ from the
one that exists between native-born Canadians CHE3O
and their children?” “What are some ways in
which the children of immigrants have balanced
respect for cultural traditions while advocating
for change within their communities?”

THE ETHNIC GROUP IN CONTEMPORARY CANADA

349
World History since 1900:
Global and Regional
Interactions, Grade 11
Open CHT3O

This course focuses on major developments in world history from 1900 to the present.
Students will explore the causes and consequences of global and regional conflicts, the
impact of significant individuals and social movements, and the effects of social, economic,
and political developments around the world. Students will extend their ability to apply
the concepts of historical thinking and the historical inquiry process, including the inter-
pretation and analysis of evidence, when investigating interactions within and between
nations and other historical developments and events, including those that continue to
affect people in various parts of the world.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the
locally developed compulsory course (LDCC) in Canadian history

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history since 1900

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

351
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking
Grade 11, Open

B. Empires and Nationalism, 1900–1919

B1. Social, Economic, and Political Context: analyse The turn of the century Was this period a turning
some significant social, economic, and political was a period of point in modern history?
developments in two or more regions of the world widespread change.
Were the sacrifices made
between 1900 and 1919 (FOCUS ON: Historical
during World War I
Significance; Continuity and Change)
justified?
B2. Communities, Conflict, and Cooperation: analyse This was a period of
the significance of some global and regional conflicts military conflict but also Did great hardship during
and reform movements between 1900 and 1919 of social reform. this period contribute to
(FOCUS ON: Historical Significance; Cause and great change?
Consequence)

B3. Identity, Citizenship, and Heritage: explain how The forces of imperialism
various political, social, and cultural developments and nationalism had an
affected identity, citizenship, and/or heritage in two or impact on people’s
more regions of the world between 1900 and 1919 identity and citizenship
(FOCUS ON: Continuity and Change; Historical rights during this period.
Perspective)

C. Economic and Political Crises, 1919–1945

C1. Social, Economic, and Political Context: analyse the This period was Was World War II a
impact on the lives of people in two or more regions of characterized by major continuation of World
the world of some key social, economic, and political social/cultural change War I? Was World War II
issues, trends, and/or developments between 1919 and and economic crises. inevitable?
1945 (FOCUS ON: Historical Significance; Continuity and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Why might people in

Change)
different regions, or
C2. Communities, Conflict, and Cooperation: analyse This period was marked different people in the
key causes and consequences of various global and by increased tension same region, have had
regional conflicts as well as the effectiveness of efforts between different different perspectives?
to maintain peace between 1919 and 1945 (FOCUS ON: countries and groups
Cause and Consequence) of people. What was the impact of
nationalism during this
C3. Identity, Citizenship, and Heritage: analyse some This was a period of period?
significant developments related to human/citizenship increased nationalism at
rights and cultural identities in societies in two or more the expense of individual
regions of the world between 1919 and 1945 (FOCUS and group rights and the
ON: Historical Significance; Historical Perspective) lives of millions of people.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

352
 Global and Regional Interactions
World History since 1900:
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. The Cold War Years, 1945–1991

D1. Social, Economic, and Political Context: explain the Rapid change during this What were some of the
impact of the lives of people in two or more regions of period had a direct impact ways in which people
the world of some key social, economic, and political on how people lived. responded to challenges
issues, trends, and/or developments between 1945 and and created change during
1991 (FOCUS ON: Continuity and Change; Historical this period?
Perspective)
Is conflict inevitable when
D2. Communities, Conflict, and Cooperation: analyse International and regional individuals, groups, and
various international and regional conflicts as well as alliances were tested nations seek
forces that united communities between 1945 and 1991 during the Cold War years. independence?
(FOCUS ON: Cause and Consequence; Historical Perspective)
What forces contributed
D3. Identity, Citizenship, and Heritage: explain how This period was marked to the development of
various social, political, and cultural forces affected by increasing social nationalist and social
identity, citizenship, and/or heritage in two or more reform and social change. movements around the CHT3O
regions of the world between 1945 and 1991 (FOCUS ON: world during this period?
Historical Significance; Continuity and Change)

E. A Globalizing World: Issues and Interactions since 1991

E1. Social, Economic, and Political Context: analyse Globalization has had Has the world gotten
some key social, economic, and political issues and economic, social, and smaller?
developments in two or more regions of the world since political ramifications
How do we deal with
1991 (FOCUS ON: Cause and Consequence; Historical during this period.
competing rights?
Perspective)

E2. Communities, Conflict, and Cooperation: assess Regional conflict has What types of forces have
the impact of some key instances of conflict and affected most regions brought about change
international cooperation since 1991 (FOCUS ON: of the world during this during this period?
Historical Significance; Cause and Consequence) period, whether in terms
of local violence or efforts
to keep/restore peace.

E3. Identity, Citizenship, and Heritage: analyse how Human rights are defined
various factors have affected the rights, identity, and differently around the
everyday lives of various groups in two of more regions world.
of the world since 1991 (FOCUS ON: Continuity and
Change; Historical Perspective)
OVERVIEW

353
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 11, Open

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of world history since 1900;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.4 interpret and analyse evidence and informa-
tion relevant to their investigation, using various
Throughout this course, students will: tools, strategies, and approaches appropriate
A1.1 formulate different types of questions to for historical inquiry (e.g., create a timeline to
guide investigations into issues, events, and/or help them understand the chronology of major
developments in world history since 1900 events in the Cold War; use a cause and effect
(e.g., factual questions: What was Kristallnacht?; organizer when investigating World War I; create
comparative questions: In what ways is the status a mindmap outlining factors contributing to the
of women in Western societies different now than decline of an empire; create graphs to help them
it was at the beginning of the twentieth century?; analyse data related to the baby boom)
causal questions: What were the immediate and
underlying causes of the War on Terror?) A1.5 use the concepts of historical thinking (i.e.,
historical significance, cause and consequence,
A1.2 select and organize relevant evidence and continuity and change, and historical perspective)
when analysing, evaluating evidence about,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

information on aspects of world history since

1900 from a variety of primary and secondary and formulating conclusions and/or judgements
sources (e.g., primary: art works, diaries, letters, regarding issues, events, and/or developments
period newspapers, photographs, political cartoons, in world history since 1900 (e.g., use the concept
treaties; secondary: books and/or articles from the of historical significance to help them determine
library, documentaries or other films, textbooks, the impact of the Great Depression; use the concept
websites), ensuring that their sources reflect of cause and consequence to help them determine
different perspectives the factors that contributed to the creation of the
state of Israel and the consequences of its creation
Sample questions: “Why is film an important for the region; use the concept of continuity and
source for twentieth-century history? What can change when investigating responses towards
you learn from watching a documentary such genocides in the twentieth century; use the concept
as Leni Riefenstahl’s Triumph of the Will? Should of historical perspective when analysing the War
this documentary – or any other – be accepted in Vietnam to ensure that they take the viewpoints
at face value? Why or why not?” of different participants into account)

A1.3 assess the credibility of sources and informa- Sample questions: “Why would it be important
tion relevant to their investigations (e.g., by to apply the concept of historical perspective
considering the perspective, bias, accuracy, purpose, when investigating an event or development
and context of the source and the values and expertise of international or global importance?” “Which
of its author) concept or concepts do you think would be the
most appropriate to apply when investigating
Sample questions: “What perspectives are developments in postcolonial Angola or
reflected in the lyrics of American songwriters Rhodesia/Zimbabwe? Why?”
such as Woody Guthrie and Pete Seeger? What
was the context in which their songs were
written?”
354
A1.6 evaluate and synthesize their findings to A2. Developing Transferable Skills
formulate conclusions and/or make informed
judgements or predictions about the issues, Throughout this course, students will:
events, and/or developments they are
A2.1 describe some ways in which historical

Global and Regional Interactions

investigating
investigation can help them develop skills,
Sample questions: “What have you learned including the essential skills in the Ontario

World History since 1900:

from your investigation of human rights in the Skills Passport (e.g., skills related to reading
second half of the twentieth century? Based on text, writing, document use, computer use, oral
your findings, what do you think are the most communication, numeracy), that can be transferred
important factors contributing to the develop- to postsecondary opportunities, the world of
ment of human rights? What factors present the work, and everyday life
greatest challenge to this development?”
A2.2 apply in everyday contexts skills and work
A1.7 communicate their ideas, arguments, and habits developed through historical investigation
conclusions using various formats and styles, (e.g., use skills to help them determine if a source
as appropriate for the audience and purpose cited in an article or on a website is reliable, to
(e.g., a seminar on the most significant inventions engage in informed discussions and express
of the twentieth century; a debate on economic informed opinions, to determine the accuracy
globalization; a presentation on the impact of of the historical setting of a movie or video game;
American military intervention in some regional use work habits such as working independently
conflicts; a video on propaganda films; a role play and taking initiative in their part-time job)
portraying the challenges facing refugees displaced
by war; a Twitter feed on the Cuban Missile Crisis; A2.3 apply the knowledge and skills developed
a game on the space race; a time capsule reflecting in the study of world history since 1900 when
major developments of the 1960s) analysing current social, economic, and/or
political issues, in order to enhance their CHT3O
A1.8 use accepted forms of documentation understanding of these issues and their role
(e.g., footnotes or endnotes, author/date citations, as informed citizens
reference lists, bibliographies, credits) to reference
Sample question: “Why might it be useful to
different types of sources (e.g., archival sources,
apply the concept of continuity and change
articles, art works, blogs, books, films and videos,
to help you to analyse current issues facing
oral evidence, websites)
women in different regions of the world?”
A1.9 use appropriate terminology when com-
A2.4 identify some careers in which the skills
municating the results of their investigations
learned in history might be useful (e.g., aid
(e.g., vocabulary specific to their inquiry topics;
worker, artist, game designer, historical re-enactor,
terminology related to history and the concepts
journalist, politician, tour guide)
of historical thinking)

HISTORICAL INQUIRY AND SKILL DEVELOPMENT

355
 B. EMPIRES AND NATIONALISM,
1900–1919

OVERALL EXPECTATIONS
Grade 11, Open

By the end of the course, students will:

B1. Social, Economic, and Political Context: analyse some significant social, economic, and political
developments in two or more regions of the world between 1900 and 1919 (FOCUS ON: Historical
Significance; Continuity and Change)
B2. Communities, Conflict, and Cooperation: analyse the significance of some global and regional
conflicts and reform movements between 1900 and 1919 (FOCUS ON: Historical Significance; Cause
and Consequence)
B3. Identity, Citizenship, and Heritage: explain how various political, social, and cultural developments
affected identity, citizenship, and/or heritage in two or more regions of the world between 1900 and
1919 (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political radio, or electrical appliances; the work of Sigmund
Context Freud, Guglielmo Marconi, or the Pathé brothers;
engineering feats such as the construction of the
FOCUS ON: Historical Significance; Continuity and Panama Canal)
Change
Sample questions: “What impact did ideas
By the end of this course, students will: about scientific management and innovations
such as the assembly line have on workers in
B1.1 compare some key social roles, institutions, industrialized societies during this period?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and/or developments in two or more regions of “What are some changes that occurred in
the world during this period (e.g., with reference people’s lives, in both the short and long term,
to families, the roles of women, class, levels of as a result of the mass production of cars?”
education, religious institutions, labour strife, “What are some of the ways in which urban
trends in immigration/emigration, urbanization) electrification changed people’s lives?”
Sample questions: “When you analyse social
B1.3 describe the main characteristics of economies
hierarchies in different regions of the world
in two or more regions of the world during this
during this period, what differences do you
period (e.g., traditional, mixed, industrialized,
find? Are there any basic similarities?” “Which
agricultural, or free market capitalist economies),
countries were major destinations for immi-
and analyse their impact on people’s lives (e.g.,
grants during this period? What patterns do you
with reference to the lives of farmers in traditional
see with respect to the origins of immigrants to
or mixed economies, the life of a factory worker in
different countries? What supports, including
an industrial society, the increase in white-collar
those from local or national organizations or
work in some regions, trusts and robber barons,
from the immigrants’ own communities, were
increasing unionization in industrial societies)
available for immigrants in different countries?”
Sample questions: “What were some of the major
B1.2 identify some key developments in science industrialized countries at this time? Which
and/or technology during this period, and countries remained largely agricultural? What
analyse their impact on people’s lives (e.g., were some of the major differences in people’s
with reference to the mass production of automobiles; lives in industrial and agricultural economies?”
developments in military technology, airplanes,

356
B1.4 describe some major political changes in B2.3 describe the goals of some major social
selected countries in two or more regions of reform movements in different societies during
the world during this period, and explain their this period (e.g., socialist, labour, women’s suffrage,
significance (e.g., with reference to the establish- temperance, peace, nativist, progressive, civil rights,
or settlement movements), and analyse the impact

Global and Regional Interactions

ment of the Weimar Republic in Germany, the
beginnings of the Soviet state in Russia, political of these movements

World History since 1900:

chaos in China, challenges from labour/socialist
Sample questions: “Who were the Wobblies? In
parties in some regions, the Japanese annexation
what ways were they distinct from other labour
of Korea)
groups?” “What were some reform movements
Sample questions: “What political changes that arose from concerns about living conditions
occurred in Turkey during this period? What in urban slums? How successful were they in
were some reasons for these changes? What achieving their goals?” “What connections were
impact did they have on different groups and there between religion and social reform in
communities?” some countries during this period?”

B2. Communities, Conflict, and B3. Identity, Citizenship, and Heritage

Cooperation FOCUS ON: Continuity and Change; Historical
FOCUS ON: Historical Significance; Cause and Perspective
Consequence
By the end of this course, students will:
By the end of this course, students will:
B3.1 identify the major empires that existed at the
B2.1 explain the main causes and short-term beginning of this period (e.g., the British, Russian,
consequences of World War I (e.g., causes: German, Austro-Hungarian, Ottoman, Japanese,
imperialism, competing alliances, militarism, Belgian Empires), and explain how they had CHT3O
nationalism; consequences: recruitment drives/ changed by the end of this period
conscription; loss of life; problems facing veterans; Sample questions: “What was the Congo Free
the decline of the German, Austro-Hungarian, State? Why and how did it become the Belgian
Russian, and Ottoman Empires; changing national Congo? To what extent did this change in status
borders; the birth of the League of Nations and the affect conditions in this region?” “What effect
mandate system; German reparations) did the Japanese victory over Imperial Russia
Sample questions: “In what ways might in the 1905 Russo-Japanese War have on both
history have been different if Archduke Franz countries? In what other ways did Japan expand
Ferdinand had not been assassinated? Do you its empire during this period?” “What criteria
think war was inevitable, even if this event had would you use to rank the importance of
not occurred?” “How did the balance of power the causes of the decline of the Ottoman
in the world shift as a result of World War I? Empire?”
What countries emerged from the war with
increased power or influence?” B3.2 explain the impact of nationalism on identity,
citizenship, and/or heritage in two or more
B2.2 analyse the significance of some local/ regions of the world during this period (e.g.,
regional conflicts in two or more regions of in Ireland, the Balkans, Mexico, India; in relation
the world during this period (e.g., the Boer Wars, to Zionist or Black nationalist movements)
the Boxer Rebellion, the Russo-Japanese War, the Sample questions: “In what ways do the historical
Mexican Revolution, the Armenian genocide, narratives of the Irish revolutionary period
revolutions and civil war in Russia, tactics of and differ depending on who is telling the story?
EMPIRES AND NATIONALISM, 1900–1919

responses to militant suffragists in England, the Why might a unionist and a nationalist have
Winnipeg General Strike, Red Clydeside, the a different narrative of the same events? Why
Chicago race riot of 1919) is it important to look at both perspectives
Sample questions: “What do the Banana Wars to understand the impact that the nationalist
tell you about the impact of American power movement had on Ireland and the Irish
and interests in Central America and the people?”
Caribbean?” “What was the significance of
the Russian Revolution both within and B3.3 explain how various factors impeded the
outside Russia?” development of citizenship rights during this

357
 period (e.g., social Darwinism, racism, antisemitism, B3.5 describe some key cultural developments
beliefs about gender roles, war, imperialism) during this period, and explain their impact on
heritage and/or identity in different societies
Sample questions: “How and why did imperialist
(e.g., with reference to developments in motion
powers limit citizenship rights in their colonies?”
pictures; new artistic movements such as expres-
“What arguments did opponents of women’s
sionism or cubism; musical developments such
suffrage use to try to justify denying women
as ragtime or the music of Tin Pan Alley; the
the vote? Did all advocates of women’s suffrage
contributions of individuals such as D. W. Griffith,
favour extending the vote to all women?”
Rudyard Kipling, L. M. Montgomery, Rabindranath
Grade 11, Open

Tagore, war poets)

B3.4 explain the impact that some key individuals
had on society and politics in two or more Sample questions: “What are some ways in
regions of the world during this period (e.g., which World War I affected cultural production?
Jane Addams, Annie Besant, Henri Bourassa, What impact did this production have on national
Georges Clemenceau, Prince Faisal, Vladimir and/or global heritage?”
Lenin, King Leopold II, Tsar Nicholas II, Emmeline
Pankhurst, Sun Yat-Sen, Pancho Villa, Kaiser
Wilhelm II, Woodrow Wilson, J. S. Woodsworth)
Sample questions: “Why do you think people
continue to visit the Rosa Luxemburg memorial
in Germany? What aspects of her political ideas
and beliefs do people continue to relate to or
admire?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

358
C. E
 CONOMIC AND POLITICAL CRISES,
1919–1945

Global and Regional Interactions

World History since 1900:
OVERALL EXPECTATIONS
By the end of the course, students will:

C1. Social, Economic, and Political Context: analyse the impact on the lives of people in two or more
regions of the world of some key social, economic, and political issues, trends, and/or developments
between 1919 and 1945 (FOCUS ON: Historical Significance; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse key causes and consequences of various global
and regional conflicts as well as the effectiveness of efforts to maintain peace between 1919 and 1945
(FOCUS ON: Cause and Consequence)
C3. Identity, Citizenship, and Heritage: analyse some significant developments related to human/
citizenship rights and cultural identities in societies in two or more regions of the world between
1919 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)

CHT3O
SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Sample questions: “What impact would a major
Context medical development like the discovery of
insulin or penicillin have had on people’s
FOCUS ON: Historical Significance; Continuity and lives? Who particularly benefited from these
Change developments?”

By the end of this course, students will: C1.3 identify some key economic changes during
this period, and analyse their impact on
C1.1 describe some key social issues, trends, and/
people’s lives in two or more regions of the
or developments during this period, and analyse
world (e.g., with reference to the prosperity of the
their impact on the lives of people in two or
1920s in some societies, the burden of World War I
more regions of the world (e.g., changing mores
reparations on Germany, the stock market crash of
in many Western countries in the 1920s, changes
1929, the Great Depression, rearmament and war
in the roles of women, continuing urbanization,
industries)
changes in recreational activities, the role of
religion, the social impact of economic crises) Sample questions: “Was the prosperity of the
1920s a global phenomenon?” “In what ways
Sample questions: “What issues and develop-
did economic conditions for a farm family or
ments influenced the rise in youth subcultures in
industrial worker change between 1925 and ECONOMIC AND POLITICAL CRISES, 1919–1945
different parts of the world during this period?”
1935? In what regions were the changes most
“What impact did the labour movement have
significant?” “What economic changes resulted
on ideas about recreation and vacations for
from new fiscal laws/policies? How did these
some working people?”
changes affect individuals and families?”
C1.2 identify some key developments in science
C1.4 identify some key political changes in selected
and/or technology during this period, and
countries in two or more regions of the world
analyse their impact on people’s lives (e.g., with
during this period, and analyse their impact on
reference to radio, television, the use of sound in
people’s lives (e.g., the beginnings of decolonization
movies, aviation, radar, medical developments,
in Africa and Asia, the declaration of independence
chemical fertilizers, improvements in motor vehicles;
in Egypt, the establishment of the Nationalist
the ideas of Albert Einstein)
government in China, fascism in Italy and Spain,

359
 Nazism in Germany, Stalinism in the Soviet Union, Sample questions: “What were the causes of the
the New Deal in the United States, totalitarianism uprising in the Warsaw Ghetto? What were its
in Japan, the Peron coup in Argentina, isolationism) consequences?”
Sample questions: “What were the Nuremberg
C2.4 describe various efforts to maintain peace
Laws? What impact did they have on Jews in
during this period, and assess their effectiveness
Germany?” “What changes occurred in the
(e.g., with reference to the League of Nations,
government of Japan during this period? How
the Washington Naval Conference, the Munich
did they affect the lives of people in Japan and
Agreement, the Locarno Pact, the work of Quakers
other parts of East Asia?”
Grade 11, Open

and the international peace movement, or the Good

Neighbor Policy and the withdrawal of American
C2. Communities, Conflict, and troops from Nicaragua)
Cooperation Sample questions: “Why did the negotiators of
the Locarno Pact receive the Nobel Peace Prize?
FOCUS ON: Cause and Consequence
What did the pact accomplish in the short term?
By the end of this course, students will: Why was it not effective in the long term?”

C2.1 analyse the impact of nationalism and

imperialism in two or more regions of the C3. Identity, Citizenship, and Heritage
world during this period (e.g., with reference FOCUS ON: Historical Significance; Historical
to the British Raj and the Indian independence Perspective
movement, Egyptian independence, German
nationalism and expansionism, Japanese imperialism By the end of this course, students will:
and attitudes towards the people they conquered,
the Soviet annexation of the Baltic states, or C3.1 explain how various groups, practices, and/
American economic imperialism in Latin America) or attitudes limited citizenship and/or human
rights in two or more regions of the world during
Sample questions: “What were the intended
this period (e.g., with reference to the Ku Klux
and unintended consequences of the March 1st
Klan, the Gestapo, the People’s Commissariat for
Movement for Koreans? In what ways was this
Internal Affairs, censorship, incarceration and
movement related to American president
internment, eugenics programs, racism, antisemitism,
Woodrow Wilson’s ideas about self-
segregation, disenfranchisement)
determination?” “What was the significance
of the Atlantic Charter for imperial powers Sample questions: “How did residential schools
and their colonies in Asia and Africa?” in Canada and Australia violate the rights of
Aboriginal peoples in those countries?” “What
C2.2 explain the main causes and consequences is eugenics? What impact did beliefs associated
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of World War II (e.g., causes: the impact of the with eugenics have on government policy in
Treaty of Versailles; militarism; expansionism of different countries during this period? What
Nazi Germany, fascist Italy, and imperial Japan; impact did such policies have on the rights of
consequences: civilian and military casualties, the some people in these countries?”
Holocaust, displaced persons, the creation of the
United Nations [UN], the partition of Germany) C3.2 analyse the contributions of some individuals
and organizations to the protection of human
Sample questions: “What decisions were reached
rights in two or more regions of the world during
at the Allied conferences at Yalta and Potsdam?
this period (e.g., W. E. B. Du Bois, Mohandas
What changes arose from these decisions? What
Gandhi, Nellie McClung, John Rabe; White Rose,
were their short- and long-term consequences?”
Save the Children, International Federation of Red
“What were the consequences of the dropping
Cross and Red Crescent Societies, national and
of atomic bombs on Hiroshima and Nagasaki?”
international labour unions)
C2.3 explain the main causes and consequences Sample questions: “How did Eleanor Roosevelt
of some local/regional conflicts in two or more use her position as first lady in the United
regions of the world during this period (e.g., the States to further human rights causes?” “Why
Amritsar Massacre, conflict between Nationalists is Raoul Wallenberg considered one of the
and Communists in China, the Nazi persecution of ‘Righteous among the Nations’?”
the Jews, the Great Terror and/or Holodomor in the
Soviet Union, the Spanish Civil War, the Japanese C3.3 assess the impact of some key political figures
invasion of Manchuria, the Italian invasion of from two or more regions of the world on
Ethiopia, or the 1926 General Strike in Great Britain) identity, citizenship, and/or heritage during

360
 this period (e.g., Mustafa Kemal Atatürk, Chiang Virginia Woolf; the creation of the superhero by
Kai-shek, Winston Churchill, Francisco Franco, DC and Marvel comics)
Mohandas Gandhi, Haile Selassie I, Emperor Sample questions: “What is the relationship
Hirohito, Adolf Hitler, Franklin Roosevelt, Joseph between the creation of the modern idea of a

Global and Regional Interactions

Stalin) ‘superhero’ in comics and global problems at
Sample questions: “How did Indians tend this time? Why might superheroes be so popular

World History since 1900:

to view Gandhi at this time? How did British again today?”
colonial authorities view him? How would you
explain the difference in perspective?” “What C3.5 identify some key symbols associated with
impact did the women who pressed the Persons these years (e.g., flappers, gangsters, Blackshirts,
Case have on Canadian citizenship?” breadlines, the dustbowl, the swastika, the yellow
star of David, kulaks, Rosie the Riveter, kamikazes,
C3.4 describe some key cultural trends and/or U-boats), and explain why they came to
developments during this period, and analyse represent this period
their significance (e.g., with reference to fashion, Sample questions: “In the past, to whom was
music, design trends such as art deco or Bauhaus, this symbol significant? What did this particular
“talkies”, the Harlem Renaissance, the work of the symbol represent to them? Why do you think it
Group of Seven, socialist realism, surrealism, the has been so enduring a symbol? Has its impact
propaganda films of Leni Riefenstahl or Walt changed over time? If so, for whom?”
Disney; the work of Coco Chanel, Salvador Dali,
Kahlil Gibran, Pablo Picasso, Diego Rivera, or

CHT3O

ECONOMIC AND POLITICAL CRISES, 1919–1945

361
 D. THE COLD WAR YEARS, 1945–1991

OVERALL EXPECTATIONS
By the end of the course, students will:
Grade 11, Open

D1. Social, Economic, and Political Context: explain the impact of the lives of people in two or more
regions of the world of some key social, economic, and political issues, trends, and/or developments
between 1945 and 1991 (FOCUS ON: Continuity and Change; Historical Perspective)
D2. Communities, Conflict, and Cooperation: analyse various international and regional conflicts as
well as forces that united communities between 1945 and 1991 (FOCUS ON: Cause and Consequence;
Historical Perspective)
D3. Identity, Citizenship, and Heritage: explain how various social, political, and cultural forces affected
identity, citizenship, and/or heritage in two or more regions of the world between 1945 and 1991
(FOCUS ON: Historical Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political technological developments related to the space
Context race that have attained broader use?” “How did
technology change how currency was used and
FOCUS ON: Continuity and Change; Historical produced?”
Perspective
D1.3 explain the role and impact of some
By the end of this course, students will: international economic organizations and
agreements during this period (e.g., the General
D1.1 describe some key social trends and/or
Agreement on Tariffs and Trade, the European
developments during this period, and explain
Economic Community, the Organization of the
their impact on the lives of people in two or
Petroleum Exporting Countries, the Latin American
more regions of the world (e.g., with reference
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Free Trade Association, the International Monetary

to teenage subcultures; countercultures; increasing
Fund [IMF], or the World Bank)
concern with human/civil rights; change and
continuity in families, the role of women, the Sample questions: “What were some changes
role of religion in various societies; trends in brought about by the Canada-U.S. Free Trade
education; changes in birth rates and life Agreement? How did it benefit some groups
expectancy; suburbanization) but hurt others?”

Sample questions: “How did some women’s D1.4 describe some key political developments
roles change during this period? Did they and/or government policies in two or more
change in the same ways or to the same extent regions of the world during this period, and
in all societies? What factors might account for assess their impact on people’s lives (e.g., with
differences?” “What was the baby boom? In reference to McCarthyism; the rise of the welfare
what ways is its effect still being felt in the state; nationalist movements in Africa, Asia, and/or
present?” Canada; political independence for many former
colonies; the Cultural Revolution in China; legislative
D1.2 identify some key developments in science changes related to taxation, investing, civil rights,
and/or technology during this period, and divorce, birth control, environmental protection; the
explain their impact on people’s lives (e.g., with rise of neoliberalism in the West; the reunification
reference to nuclear power, the Salk vaccine, the of Germany)
birth control pill, organ transplants, computers,
space technologies) Sample questions: “What was the short- and
long-term impact of China’s one-child policy?”
Sample questions: “What impact did the space “What criteria would you use to evaluate the
race have on people’s lives? What are some

362
 significance of changes associated with the partition of Germany, the Truman Doctrine, the
welfare state?” “In what ways did Margaret Warsaw Pact, the North Atlantic Treaty Organization
Thatcher change political policy in Britain? [NATO], censorship, the suppression of dissent,
Why did her policies generate so much the arms race, the space race, the Cuban Missile

Global and Regional Interactions

resistance?” Crisis)
Sample questions: “What was the motivation

World History since 1900:

D2. Communities, Conflict, and behind the Truman Doctrine? What impact did
this policy of communist containment have on
Cooperation
U.S. support for dictators such as Augusto
FOCUS ON: Cause and Consequence; Historical Pinochet or Anastasio Somoza?” “What impact
Perspective did the Cold War have on intelligence-gathering
agencies in the West and the Soviet bloc?”
By the end of this course, students will:
D2.4 analyse the effectiveness of cooperation in
D2.1 explain key causes of some international the international arena during this period (e.g.,
conflicts during this period as well as the impact with reference to the Marshall Plan, the UN, the
of these conflicts on various communities (e.g., Organization of American States, the work of
with reference to the Berlin Blockade, the Korean Lester B. Pearson during the Suez Crisis, the Camp
War, the Suez Crisis, the Algerian War, the Soviet David Accords, the Strategic Arms Limitation
response to the Hungarian Revolution or Prague Talks, Glasnost, Live Aid, trade agreements, inter-
Spring, the Six Day War, the War in the Falklands, national peacekeeping efforts, non-governmental
or Indonesia’s invasion of East Timor) organizations [NGOs] working in international
Sample questions: “In what ways was the development)
Vietnam War linked to both colonialism and Sample questions: “What trends or develop-
the Cold War? What impact did this war have ments contributed to the rise of international
on North and South Vietnam? The United NGOs during this period? What is the role of CHT3O
States? Canada? How did these different some of these organizations? What criteria
countries – or different groups in these would you use to evaluate their effectiveness?”
countries – view the war?”
D2.5 analyse the role of religion/spirituality in
D2.2 analyse key causes of some internal conflicts two or more regions of the world during this
in two or more regions of the world during this period (e.g., with reference to Islamic theocracies;
period as well as the impact of these conflicts Sikh nationalism; the role of religion in conflict
on various people (e.g., with reference to the in the Middle East; liberation theology in Latin
partition of India, the anti-apartheid movement America; the position of religious institutions
in South Africa, the Dirty War in Argentina, the on social issues such as the role of women, birth
Salvadoran Civil War, the Zimbabwe War of control, civil rights, gay rights; the role of religious
Liberation, the Khmer Rouge in Cambodia, the institutions in providing social services; the role of
Iranian Revolution, civil war in Sri Lanka, the religious institutions in operating boarding schools
October Crisis in Canada, Tiananmen Square for indigenous children in Canada, the United States,
protests in China) and/or Australia; the work of Oscar Romero,
Sample questions: “What criteria would you Desmond Tutu, or Mother Teresa; new religious
use to rank the factors that led to the Cuban movements such as Scientology or the Unification
Revolution?” “What were some of the similarities Church)
and differences between apartheid in South Sample questions: “What role did religion
Africa and segregation in the American South or religious leaders play in the civil rights
and challenges to both systems?” “What was movement in the United States during this
the impact for Ugandans of the coup that period?” “What role did religion play in the
brought Idi Amin to power?” Iranian Revolution?”
THE COLD WAR YEARS, 1945–1991

D2.3 demonstrate an understanding of the

perspectives of the blocs in the Cold War,
and explain some major consequences of this
conflict, with reference to both international
relations and national policies in some countries
(e.g., with reference to the Berlin Wall and the

363
 D3. Identity, Citizenship, and Heritage D3.3 describe some of the main social movements
in two or more regions of the world during
FOCUS ON: Historical Significance; Continuity and this period (e.g., civil rights, feminist, peace,
Change environmental, Aboriginal, anticolonial
movements), and assess their significance
By the end of this course, students will:
Sample questions: “What are some ways in
D3.1 explain the impact of nationalism and the which Aboriginal peoples from different regions
decline of colonialism on identity, citizenship, of the world began to organize during this period
and/or heritage in countries in two or more to speak out about the need for change and
Grade 11, Open

regions of the world during this period (e.g., in for the acknowledgement of past injustices?
Israel, Palestine, Vietnam, Algeria, India, Pakistan, What factors contributed to these movements?
Northern Ireland, Biafra, Namibia, Libya, Sudan, or What issues did they address?” “Why do you
Czechoslovakia; with respect to the Kurds in Iraq, think that many people’s attitude towards the
the Basques in Spain, or the Québécois in Canada) environment changed during this period? What
were some developments that reflected these
Sample questions: “Why did so many African
changes of attitude?”
countries achieve political independence in
the 1950s and 1960s? In what ways did these
D3.4 describe some key cultural developments
countries change with independence? What
during this period, and analyse how they
was the heritage of colonialism for these
affected people’s identity and heritage (e.g.,
emerging states?”
the increasing domination of American culture;
the popularization of television; developments in
D3.2 analyse the contributions of some significant
music, such as rock ’n’ roll, reggae, and/or ska;
individuals and/or organizations to human
modern art; postcolonial literature; developments
rights in two or more regions of the world
in sports and popular culture)
during this period (e.g., with reference to the
UN Convention on the Rights of the Child or Sample questions: “What are some ways in
Declaration on the Rights of Indigenous Peoples, which youth subcultures during this period
Amnesty International, Mothers of the Plaza de were tied to the music they were listening to?
Mayo, Solidarity [Poland], or the African National What associations were there between types
Congress; Rosa Parks, Martin Luther King Jr., of music and the values and/or behaviour of
Stephen Biko, Pierre Trudeau, Gloria Steinem, these youth?”
Mikhail Gorbachev, Aung San Suu Kyi)
Sample questions: “Why did thousands of
people from all over the world attend the
funeral of Oscar Romero? Why did other
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

people attack and kill some of the attendees?

What did this man stand for? Why did he
engender such strong responses from his
supporters and detractors?”

364
E. A GLOBALIZING WORLD: ISSUES
AND INTERACTIONS SINCE 1991

Global and Regional Interactions

World History since 1900:
OVERALL EXPECTATIONS
By the end of the course, students will:

E1. Social, Economic, and Political Context: analyse some key social, economic, and political issues
and developments in two or more regions of the world since 1991 (FOCUS ON: Cause and Consequence;
Historical Perspective)
E2. Communities, Conflict, and Cooperation: assess the impact of some key instances of conflict and
international cooperation since 1991 (FOCUS ON: Historical Significance; Cause and Consequence)
E3. Identity, Citizenship, and Heritage: analyse how various factors have affected the rights, identity,
and everyday lives of various groups in two of more regions of the world since 1991 (FOCUS ON:
Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS CHT3O

E1. Social, Economic, and Political Sample questions: “What impact has the popu-
Context larization of the Internet had on retail business?
What are some other ways in which technology
FOCUS ON: Cause and Consequence; Historical has changed the way people work? How has it
Perspective changed the way students learn?” “In what
ways has technology affected the ways in
By the end of this course, students will: which people use financial institutions?”
E1.1 describe some key social issues, trends, and/
E1.3 explain some of the causes of economic
or developments during this period, and analyse
globalization during this period, and analyse
their impact on the lives of people in two or
its impact on different groups in two or more
more regions of the world (e.g., with reference to
regions of the world (e.g., with reference to the
immigration/emigration; changes in birth, marriage,
rise of China and India as economic powers;
and divorce rates; same-sex marriage; increasing
deindustrialization in many Western countries;

A GLOBALIZING WORLD: ISSUES AND INTERACTIONS SINCE 1991

secularization in some societies and increasing
the eurozone; trade blocs; maquiladoras and
fundamentalism in others; changes in recreational
sweatshops; the work of the IMF, World Bank,
activities; trends in education; social changes arising
or World Trade Organization [WTO]; weaknesses
from environmental concerns; the social impact of
in labour or environmental regulation; the
globalization)
decline of unions; global economic crises)
Sample questions: “What impact has the AIDS
Sample questions: “What have been some of
pandemic had on families in many countries in
the economic and social consequences of the
sub-Saharan Africa?” “What are some social/
loss of manufacturing jobs in North America?
demographic trends dating from this period
What are some of the economic, social, political,
that have had a direct impact on you? Is your
and/or environmental consequences of the
experience of them similar to or different from
movement of manufacturing to China and
those of young people in other parts of the
other Asian countries?”
world?”
E1.4 explain some of the causes and consequences
E1.2 describe some key developments in science
of key political developments in two or more
and/or technology during this period, and
regions of the world during this period (e.g., the
analyse their impact on people’s lives (e.g.,
dissolution of the Soviet Union and Yugoslavia and
developments in computers, cellphones, social
political turmoil in many of the newly independent
media, biotechnology, military technology)

365
 states; the partition of Czechoslovakia; the establish- Sample questions: “Why have G8 and G20
ment of the European Union; the end of apartheid conferences often been met with hostility and
and the election of Nelson Mandela in South protests?” “How effective has the UN been
Africa; the impact of the Arab Spring in different in contributing to global cooperation in this
countries) period? How would you evaluate its effectiveness
Sample questions: “What are some factors compared to earlier intergovernmental efforts
that contributed to the rise of the Taliban in such as the League of Nations?”
Afghanistan?” “What criteria would you use
to rank the consequences of the transfer of
Grade 11, Open

E3. Identity, Citizenship, and Heritage

Hong Kong to China?”
FOCUS ON: Continuity and Change; Historical
Perspective
E2. Communities, Conflict, and
Cooperation By the end of this course, students will:
FOCUS ON: Historical Significance; Cause and E3.1 explain how various factors have impeded
Consequence socio-economic development in two or more
regions of the world during this period (e.g.,
By the end of this course, students will: political and corporate corruption, foreign ownership/
control of natural resources, deindustrialization,
E2.1 describe some key conflicts in two or more
foreign debt, literacy rates, lack of capital or infra-
regions of the world during this period, and
structure, colonial legacies, the AIDS pandemic,
analyse their impact (e.g., with reference to the
drought and famine, civil war), and explain their
First and Second Gulf Wars; ethnic conflict in the
impact on different groups
former Yugoslavia or Rwanda; the terrorist attacks
of September 11, 2001; the war in Darfur; civil Sample questions: “In what ways have multi-
wars in Colombia, Lebanon, or Sierra Leone; the national corporations influenced the policies of
War on Terror; the government crackdown on Arab some countries during this period? What impact
Spring protests; the Zapatistas and drug wars in have these policies had on people’s lives?”
Mexico)
E3.2 assess the contributions of some individuals
Sample questions: “What impact did 9/11 have
and organizations from two or more regions
on both the United States and the rest of the
of the world to political and/or social change
world?” “What role have blood diamonds
during this period (e.g., Osama bin Laden,
and conflict oil played in financing war and
George W. Bush, Hugo Chavez, the Dalai Lama,
corruption during this period?”
Phil Fontaine, Stephen Lewis, Wangari Maathai,
Nelson Mandela, Ken Saro-Wiwa, Jody Williams;
E2.2 analyse some measures taken to enforce
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Doctors without Borders, Free the Children,

or maintain peace during this period, and
Greenpeace, Oxfam, War Child)
assess their effectiveness (e.g., with reference to
peacekeeping missions in Somalia, Kosovo, the Sample question: “How successful do you think
Democratic Republic of Congo, Afghanistan; the organizations like OneXOne or large mass
Good Friday Agreement; measures to contain piracy media relief concerts have been in increasing
in the Indian Ocean; internationally supervised awareness among youth about social/political
elections; international aid) problems facing the world and the need for
social change?”
Sample questions: “What types of circumstances
led the UN to authorize peacekeeping forces
E3.3 describe some ways in which communities,
during this period? What criteria might you
including the international community, have
use to evaluate the effectiveness of some UN
addressed human rights abuses during this
peacekeeping missions that took place during
period (e.g., through truth and reconciliation
this time?”
commissions in South Africa, Argentina, Canada;
the International Court of Justice; international
E2.3 analyse the role and assess the effectiveness
criminal tribunals for Rwanda and the former
of some key intergovernmental organizations
Yugoslavia; the Special Court for Sierra Leone;
in the global community during this period
the creation of the International Criminal Court;
(e.g., the UN, NATO, the G8 and G20, the European
government apologies for past violations of
Union, the African Union, the Union of South
human rights)
American Nations, Asia-Pacific Economic
Cooperation, the Association of Caribbean States, Sample questions: “What is the role of the
the WTO, the World Bank, the Intergovernmental International Criminal Court with respect to
Panel on Climate Change)

366
 human rights around the world?” “What is the E3.5 describe some key cultural issues, trends,
relationship between changing attitudes towards and/or developments during this period, and
human rights and official government apologies explain their impact on identity and heritage
for past actions/policies?” (e.g., globalization, concerns about loss of traditional

Global and Regional Interactions

cultures, developments in “world music”, Bollywood,
E3.4 describe key aspects of the role and rights censorship issues, manga and anime)
of women in two or more regions of the world

World History since 1900:

Sample questions: “Why are people being drawn
during this period, and compare them to the
back to the superhero genre that was popular
role and status of women in earlier decades
during the 1940s and early 1950s?” “In what
(e.g., with reference to the franchise, roles in
ways are censorship issues different in this
government, labour force participation, birth rates,
period than they were earlier in the twentieth
infant/maternal mortality rates, honour killings,
century? In what ways are they the same?”
dowry murders, female infanticide, physical and
“What impact has globalization had on cultural
sexual assault, female genital mutilation, female
development in some societies?”
literacy rates)
Sample questions: “What do you think are the
most significant ways in which the roles and/or
rights of some North American and European
women have changed during this period? What
factors contribute to the fact that not all groups
of women in these regions experienced the same
changes?” “What factors continue to affect the
roles and rights of women around the world?”

CHT3O

A GLOBALIZING WORLD: ISSUES AND INTERACTIONS SINCE 1991

367
Canada: History, Identity,
and Culture, Grade 12
University Preparation CHI4U

This course traces the history of Canada, with a focus on the evolution of our national
identity and culture as well as the identity and culture of various groups that make up
Canada. Students will explore various developments and events, both national and
international, from precontact to the present, and will examine various communities in
Canada and how they have contributed to identity and heritage in Canada. Students
will investigate the development of culture and identity, including national identity, in
Canada and how and why they have changed throughout the country’s history. They will
extend their ability to apply the concepts of historical thinking and the historical inquiry
process, including the interpretation and analysis of evidence, as they investigate the
people, events, and forces that have shaped Canada.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of Canadian history, with a focus on the development of identity
and culture

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

369
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. Canada, Origins to 1774

B1. Setting the Context: analyse the significance, for The struggles of early What do we know about
different groups in Canada, of various social/cultural, European settlers to form the history of Aboriginal
economic, and political practices and developments political, economic, and peoples of Canada prior
prior to 1774 (FOCUS ON: Historical Significance; social systems, and their to their contact with
Historical Perspective) impact on Aboriginal Europeans?
ways of life, continue to
How has the historiography
have ripple effects today.
of the contact experience
B2. Interactions and Interdependence: analyse activities The relationship between changed over time?
of and interactions between various groups in Canada First Nations peoples and
prior to 1774 and how these groups and their interactions European explorers and What criteria could we use
contributed to the development of Canada, including early settlers was marked to judge the long-term
the development of identity in Canada (FOCUS ON: by both conflict and impact on Canada and
Cause and Consequence; Continuity and Change) cooperation. Canadian identity of
shifting relationships
B3. Diversity and Citizenship: assess the impact of various The early colonial policies between First Nations
individuals, groups, and colonial policies prior to 1774 of France and Britain peoples and Europeans?
on the development of identity, citizenship, and played a role in the
heritage in Canada (FOCUS ON: Continuity and Change; development of Canadian Have the experiences of all
Historical Perspective) heritage and identity. groups been given equal
treatment in the narrative
of early Canada?

C. Canada, 1774–1867

C1. Setting the Context: analyse various social/cultural, British colonial policies How did British colonial
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

economic, and political events, trends, and/or had an impact on the policies help shape events
developments that occurred in or affected Canada social, economic, cultural, and developments in
between 1774 and 1867, and assess their impact and political development Canada at this time? How
(FOCUS ON: Historical Significance; Continuity and of Canada. does their legacy continue
Change) to play a role in Canada
today?
C2. Interactions and Interdependence: analyse the impact Both internal and external
on the development of Canada of various interactions conflict played a role in What contributed to the
between different groups in Canada, as well as between the political evolution of deepening divide between
Canada, Great Britain, and the United States, from 1774 Canada. British and French in British
to 1867 (FOCUS ON: Cause and Consequence; Historical North America during this
Perspective) period?

C3. Diversity and Citizenship: analyse how various Immigration played a large Was Canada a haven for
individuals and groups contributed to the social and role in the development immigrants during this
political development of Canada between 1774 and of Canada and of Canadian period?
1867 and to the evolution of identity and citizenship in identity.
Canada (FOCUS ON: Continuity and Change; Historical
Perspective)

* See page 17 for a discussion of the purpose of big ideas and framing questions.

370
 Canada: History, Identity, and Culture
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. Canada, 1867–1945

D1. Setting the Context: analyse how various social/ Government policies as What criteria could we use
cultural, economic, and political events, trends, and/or well as popular reform to rank the impact of key
developments in Canada from 1867 to 1945 contributed and cultural movements events, trends, and/or
to the development of the country (FOCUS ON: Continuity all contributed to the developments from this
and Change; Historical Perspective) development of Canada period on Canadian
during this period. identity?

D2. Interactions and Interdependence: analyse how During this period, On balance, did World War I
various interactions at both the national and international Canada’s military activities and World War II unify or
level between 1867 and 1945 contributed to the and social reform divide Canadians?
development of Canada (FOCUS ON: Historical Significance; movements were major
Cause and Consequence) factors shaping the new Should governments
nation. apologize and/or
compensate people
D3. Diversity and Citizenship: analyse challenges facing Immigration policies, for past injustices? CHI4U
various groups in Canada between 1867 and 1945 as assimilationist ideas, and
well as the contributions of various groups and individuals regionalism in Canada led
to the development of identity, culture, and citizenship to the inclusion of some
in Canada (FOCUS ON: Continuity and Change; Historical groups and exclusion of
Perspective) others.

E. Canada since 1945

E1. Setting the Context: analyse various social/cultural, International ideas, issues, In what ways have
economic, and political events, trends, and/or and developments have international trends,
developments in Canada since 1945 and their impact presented increasing issues, and developments
on the development of the country (FOCUS ON: Cause challenges to Canada’s helped to shape Canadian
and Consequence; Continuity and Change; ) economy, culture, and political, economic, and
identity. social policy and reform
movements?
E2. Interactions and Interdependence: analyse As the pace of global
how various interactions at both the national and change quickens, Canada What social and political
international level since 1945 have contributed to the has had to respond and conflicts came to the fore
development of Canada, including the development of change with it. in these decades?
identity in Canada (FOCUS ON: Historical Significance;
Continuity and Change) Is Canada’s reputation
as a humanitarian nation
E3. Diversity and Citizenship: analyse how various During this period, merited?
individuals and groups have contributed to the multicultural and welfare
development of identity, culture, and citizenship in state policies have helped How has Canadian identity
Canada since 1945 (FOCUS ON: Continuity and Change; to shape Canadian identity, changed as a result of
Historical Perspective) at home and abroad. modern immigration and
multiculturalism policies?
OVERVIEW

371
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of Canadian history, with a focus on the development of identity and culture;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering the perspective, bias, accuracy, purpose,
and context of the source and the values and expertise
A1.1 formulate different types of questions to
of its author)
guide investigations into issues, events, and/or
developments in Canadian history, with a focus Sample questions: “How do you judge the
on the development of identity and culture reliability of a primary source?” “Do you think
(e.g., factual questions: What was the Code Noir?; government sources are less biased than other
comparative questions: What were the main sources? Why or why not?” “What are some
differences between the Rebellions in Upper and potential problems with using historical fiction
Lower Canada?; causal questions: What were as a source for your investigation? What are
the main causes of the sovereignty movement in some positive aspects of this type of source?
Quebec?) When you read historical fiction, why is it
important to be aware of whose perspectives
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant evidence and are represented in the book and whose are
information on aspects of Canadian history missing? What method might you use to
from a variety of primary and secondary assess the credibility of a historical novel?”
sources (e.g., primary: artefacts, art works, diaries,
legislation, letters, maps, period newspapers, A1.4 interpret and analyse evidence and informa-
photographs, political cartoons, statistics, treaties; tion relevant to their investigations, using various
secondary: books and/or articles from the library, tools, strategies, and approaches appropriate
current newspapers or magazines, documentaries for historical inquiry (e.g., develop criteria to rank
and/or other films, textbooks, websites), ensuring the significance of the causes of Confederation; use
that their sources reflect a range of perspectives a concept map to help them determine the short-
and long-term consequences of the Quebec Act;
Sample questions: “How can you ensure that
construct graphs to help them interpret data on
your sources reflect a variety of perspectives?”
demographic changes in the 1960s; compare press
“If you were studying the Indian Act in the
reports supporting and condemning the Upper
nineteenth century, what sources might you
Canada Rebellion)
consult? What types of sources would reflect
the position of the government? Where might Sample questions: “What criteria might you use
you find information about the impact of the to rank the importance of various events for the
act on First Nations peoples and their response development of identity in postwar Quebec?”
to it?” “When you examine traditional Inuit clothing
and/or housing, and the tools used to create
them, what do they tell you about the resources
available to these people?”

372
A1.5 describe various approaches to the study of Bay Company?” “Based on your analysis of
history (e.g., nationalist, “great man”, Marxist, developments in the past fifty years, what do
feminist, postcolonial, minority/ethnic) and you think will be Canada’s future military role

Canada: History, Identity, and Culture

assess their effectiveness in analysing issues, in the world? Why?”
events, and/or developments in Canadian
history, particularly those relevant to their A1.8 communicate their ideas, arguments, and
own investigations conclusions using various formats and styles,
as appropriate for the audience and purpose
Sample questions: “What does the term historiog-
(e.g., a seminar on the early years of the labour
raphy mean?” “What is the difference between a
movement in Canada; an essay on the role of
conservative, liberal, and Marxist interpretation
conflict in the development of Canada’s national
of history?” “Which school of thought do you
identity; a debate on whether the use of the War
think this source reflects? In what ways do
Measures Act in 1970 was justifiable; a presentation
you think this historian’s perspective affects the
on the impact of residential schools on Aboriginal
way she has interpreted or used the evidence?”
communities; a blog discussing the historical
“When you critically examine traditional
accuracy of portrayals of First Nations peoples
approaches to history, what shortcomings
in film; a website on Canadian war art)
do you notice? Which groups tend to receive
the most attention? Which tend to be under-
A1.9 use accepted forms of documentation (e.g.,
represented?” “Do you think history can be
footnotes or endnotes, author/date citations,
free of bias? Why or why not?”
reference lists, bibliographies, credits) to reference
different types of sources (e.g., archival sources,
A1.6 use the concepts of historical thinking (i.e.,
articles, art works, blogs, books, films or videos,
historical significance, cause and consequence,
oral evidence, websites)
continuity and change, and historical perspective)
when analysing, evaluating evidence about,
A1.10  use appropriate terminology when com-
and formulating conclusions and/or judgements CHI4U
municating the results of their investigations
regarding historical issues, events, and/or
(e.g., vocabulary specific to their inquiry topics;
developments in Canadian history (e.g., use
terminology related to history, historiography,
the concept of historical significance to help them
and the concepts of historical thinking)
assess the impact of various individuals on the
development of culture or identity in Canada;
use the concept of cause and consequence when A2. Developing Transferable Skills
analysing the short- and long-term effects of the
expulsion of the Acadians; consider the concept Throughout this course, students will:
of continuity and change when exploring the
evolution of the women’s movement in Canada; A2.1 describe several ways in which historical
take the concept of historical perspective into investigation can help them develop skills,
account when analysing interactions between including the essential skills in the Ontario
Jesuit missionaries and First Nations people) Skills Passport (e.g., skills related to reading
text, writing, document use, computer use,
Sample questions: “What concept or concepts oral communication, numeracy), that can be
of historical thinking might you consider when transferred to postsecondary opportunities,
investigating changes in the rights of French the world of work, and everyday life
Canadians in colonial Canada? Why?” “Why
might sources differ in their appraisal of the A2.2 apply in everyday contexts skills and work
significance of a historical event or figure? If habits developed through historical investigation HISTORICAL INQUIRY AND SKILL DEVELOPMENT
several sources have different perspectives, (e.g., use skills to analyse statistics, to assess the
how can you make your own judgement about credibility of sources cited in an article they are
the significance of the event/individual?” reading, to understand and appreciate multiple
perspectives and engage in informed discussions,
A1.7 evaluate and synthesize their findings to to analyse the historical context of historical fiction,
formulate conclusions and/or make informed to identify bias in the media; apply work habits
judgements or predictions about the issues, such as self-regulation to monitor their own progress
events, and/or developments they are on a task, or initiative to identify strategies that
investigating will enable them to successfully complete a task)
Sample questions: “What conclusions have
you reached about the short- and long-term A2.3 apply the knowledge and skills developed in
consequences of land acquisition by the Hudson’s the study of Canadian history when analysing

373
 current social, economic, and/or political issues
in order to enhance their understanding of these
issues and their role as informed citizens
Sample questions: “Can you see any parallels
Grade 12, University Preparation

between this issue and an issue in Canadian

history? What can we learn from attitudes
towards and/or responses to this issue in
the past?” “Does your understanding of the
historical experience of these groups help you
explain differences in their perspectives on the
current issue?” “Are there similarities between
this proposed policy and a political policy from
earlier times? Knowing what you do about the
unintended consequences of the earlier policy,
do you think the proposed initiative is likely to
be successful? Why or why not?”

A2.4 identify various careers in which the

skills learned in history might be useful (e.g.,
archaeologist, archivist, curator, educator, games
designer, historian, journalist, lawyer, librarian,
policy analyst, political speech writer, politician,
researcher)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

374
B. CANADA, ORIGINS TO 1774

Canada: History, Identity, and Culture

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Setting the Context: analyse the significance, for different groups in Canada, of various social/
cultural, economic, and political practices and developments prior to 1774 (FOCUS ON: Historical
Significance; Historical Perspective)
B2. Interactions and Interdependence: analyse activities of and interactions between various groups
in Canada prior to 1774 and how these groups and their interactions contributed to the development
of Canada, including the development of identity in Canada (FOCUS ON: Cause and Consequence;
Continuity and Change)
B3. Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies
prior to 1774 on the development of identity, citizenship, and heritage in Canada (FOCUS ON: Continuity
and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
CHI4U
B1. Setting the Context in towns, on farms or seigneuries, or in the Pays
d’en Haut), and analyse how these people
FOCUS ON: Historical Significance; Historical responded to the challenges of life in Canada
Perspective
Sample questions: “What were some of the
By the end of this course, students will: differences between the lives of habitants in a
settlement and those of coureurs de bois in the
B1.1 compare various aspects of life among Pays d’en Haut? What do their views of and
different Aboriginal peoples in Canada prior relationships with the environment reveal
to contact with Europeans (e.g., with reference to about their responses to the challenges of life
economies, spirituality, oral traditions, relationships in Canada?”
with the environment, political organization, life-
styles, arts and culture, gender roles, child-rearing B1.3 describe various practices and developments
practices) associated with the emerging economy in colonial
Canada prior to 1774 (e.g., First Nations trade
Sample questions: “What do the spiritual
routes, the fur trade, fishing, the timber trade, the
practices of different Aboriginal peoples reveal
charter of the Company of One Hundred Associates,
about their relationship with the environment?”
the seigneurial system, mercantilism and changes
“What sorts of tools and weapons did the Thule
in intercolonial trade, land grants), and assess
people living in the Arctic use? In what ways
their significance for the development of Canada,
were they different from or similar to the tools
including the development of identity in
and weapons used by the Wendat?” “In what
Canada (e.g., with reference to the creation of
ways were the lives of First Nations on the West
the Métis nation, the role of natural resources in
Coast of Canada different from those of First
Canadian economic history, alliances and rivalries
Nations who lived near the Great Lakes or on
arising from economic relationships, the long-term
the Prairies? What factors might account for
consequences of land grants to the Crown or to
those differences?”
CANADA, ORIGINS TO 1774

private companies)
B1.2 compare various aspects of life among people Sample questions: “What does the exploitation
of European origin living in Canada prior to 1774 of natural resources in early colonial Canada
(e.g., with reference to religion, education, work, tell you about the relationship of colonists and
relationships with the environment, lifestyles, imperial powers with the environment?” “What
culture, gender roles; the lives of missionaries; life impact do you think economic trends in early
colonial Canada have had on the development
of identity in Canada?”

375
 B1.4 assess the significance, for different groups intermarriage, increasing European settlement
of people, of some key political events and and the location of those settlements, Europeans’
developments in Canada prior to 1774 (e.g., sense of superiority to Aboriginal peoples, colonial
the impact of the Iroquois Confederacy on various policies such as treaties and land grants)
Grade 12, University Preparation

First Nations, the impact that the establishment of Sample questions: “What effects did land grants
Royal Government in New France had on the and expanding European settlement have on
Jesuits, habitants, the Haudenosaunee, and/or the various Aboriginal communities? When you
Company of One Hundred Associates; the impact look at the changes to Aboriginal communities
that the conflicts between France and Britain had that resulted from European settlements, which
on colonial families, First Nations communities, were the most profound? Who was most greatly
and/or French settlements) affected? Why?”
Sample questions: “What impact did the Treaty
of Paris have on colonial Canada? Who was B2.3 analyse how conflict between the French and
most greatly affected by it?” “What was the British in colonial Canada prior to 1774 affected
significance of the Quebec Act for the protection the development of Canada, including the
of French-Canadian culture? What is the signifi- development of identity in Canada (e.g., with
cance of this act for the development of identity reference to shifts in power that resulted from the
among French Canadians? For a national Seven Years’ War, the significance of the Battle of
Canadian identity?” the Plains of Abraham for both the French and
the British, conflict between Acadians and British
authorities, resistance to British administration in
B2. Interactions and Interdependence Quebec after the Conquest)
FOCUS ON: Cause and Consequence; Continuity and Sample questions: “What role did imperial
Change rivalries play in the conflict between the British
and the Acadians? What were the short- and
By the end of this course, students will: long-term consequences of the expulsion for the
Acadians and for the development of identity
B2.1 analyse the roles of various groups in colonial in Canada? Do you think that the expulsion
Canada prior to 1774 (e.g., Cree trappers and of the Acadians should be viewed as cultural
guides, First Nations and Acadian farmers, French genocide? Why or why not?”
and British soldiers, Haudenosaunee and Wendat
warriors, First Nations healers and shamans, B2.4 describe the involvement of First Nations in
coureurs de bois, habitants, seigneurs, intendants, various military conflicts in Canada prior to
merchants, slaves, Ursulines, Jesuit missionaries, 1774 (e.g., warfare between First Nations prior to
the Filles du Roi) and how they contributed to European contact, the Iroquois and French Wars,
the development of Canada the Seven Years’ War, Pontiac’s Rebellion), and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Sample questions: “What were the responsibil- analyse the causes and consequences of this
ities of censitaires and the seigneur on a involvement (e.g., causes: competition over
seigneurie?” “What impact did the relationship land and resources; colonial rivalries between
between French traders and explorers and French, English, and Dutch powers and their
Cree trappers, traders, and guides have on the Native allies; Native discontent with colonial
development of Canada?” “How important policies; consequences: the introduction of new
was the role of the Filles du Roi in establishing weapons to First Nations; loss of Native territory;
a viable colonial settlement in New France?” heightened rivalries among First Nations; the
Royal Proclamation of 1763)
B2.2 analyse how different factors affected relations Sample questions: “What was the most
between Aboriginal peoples and European significant factor contributing to the destruction
settlers in colonial Canada prior to 1774 (e.g., of the Wendat Confederacy?” “In what ways
with reference to military alliances, fur trade does the loss of Native territory during this
partnerships, the exchange of knowledge and time continue to affect the relationship between
technology, the work of missionaries, the impact First Nations communities and governments
of European diseases on Aboriginal populations, in Canada today?”

376
 B3. Diversity and Citizenship B3.3 analyse ways in which colonial policy and
practices reflected ideas about rights, citizenship,
FOCUS ON: Continuity and Change; Historical and social status in Canada prior to 1774 (e.g.,
Perspective

Canada: History, Identity, and Culture

with reference to slavery, engagés, the expulsion of
the Acadians, religious discrimination, attempts to
By the end of this course, students will: convert First Nations, the rights of women, crime
and punishment)
B3.1 describe the roles of some notable individuals
in early Canadian society (e.g., Jean de Brébeuf, Sample questions: “Who was affected by the
Étienne Brûlé, Samuel de Champlain, Donnacona, Code Noir? What does that law reveal about
Marie Guyart [Marie de l’Incarnation], Hiawatha, French attitudes towards racial and religious
Henry Hudson, Louis-Joseph de Montcalm, James minorities during this time?” “What is the
Murray, Kateri Tekakwitha, Pierre de Rigaud de meaning of the term feme covert? What
Vaudreuil, James Wolfe), and assess their contri- implications did this term have for women
butions to the development of identity and/or in colonial Canada?” “What does the work
heritage in Canada of missionaries in New France suggest about
European attitudes towards First Nations
Sample questions: “What impact did Jean Talon
peoples?”
have on Canadian heritage? Would all Canadians
view him as important?” “Why are there insti-
B3.4 analyse how French and British colonial
tutions named after Marguerite Bourgeoys?”
history has contributed to the concept of
“What criteria would you use to rank the
Canada as a product of “two founding nations”
significance of early explorers such as Cartier,
(e.g., with reference to Royal Government, the
Cabot, and Hudson and their contributions to
Treaty of Utrecht, the Treaty of Paris, the Royal
Canadian heritage?”
Proclamation of 1763, the Quebec Act of 1774),
and evaluate the validity of this concept
B3.2 analyse ways in which Aboriginal culture
contributed to the development of Canada Sample questions: “What group or groups are CHI4U
prior to 1774 as well as to the development missing from the idea of ‘two founding nations’?
of heritage and identity in Canada (e.g., with Why have they been excluded? What are the
reference to agricultural and/or hunting practices, implications of their exclusion? How and why
spirituality/religion, relationship with the environ- might the idea of two founding nations be
ment, clothing, housing, transportation) changing?”
Sample questions: “Which aspects of Aboriginal
culture did seventeenth-century European settlers
in Acadia and/or Quebec adopt? Why did they
adopt some and not others?” “Which Aboriginal
contributions have received a meaningful place
in the Canadian narrative? Why do you think
those contributions are recognized, and not
others? Who decides what is considered
important?”

CANADA, ORIGINS TO 1774

377
 C. CANADA, 1774–1867
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Setting the Context: analyse various social/cultural, economic, and political events, trends, and/or
developments that occurred in or affected Canada between 1774 and 1867, and assess their impact
(FOCUS ON: Historical Significance; Continuity and Change)
C2. Interactions and Interdependence: analyse the impact on the development of Canada of various
interactions between different groups in Canada, as well as between Canada, Great Britain, and the
United States, from 1774 to 1867 (FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Diversity and Citizenship: analyse how various individuals and groups contributed to the social
and political development of Canada between 1774 and 1867 and to the evolution of identity and
citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
C1. Setting the Context Sample questions: “What were some techno-
logical developments related to transportation
FOCUS ON: Historical Significance; Continuity and during this period? What was the significance
Change of these developments for Canada and for
different people in Canada? Were all regions
By the end of this course, students will: equally affected by these developments?” “In
what ways did technology have an impact on
C1.1 describe various key social trends and
workers in various parts of Canada?”
developments in Canada during this period
(e.g., increased immigration; the expansion of
C1.3 describe some major cultural developments
European settlement and the consequent dislocation
during this period, including contributions of
of First Nations and Métis people; marriage à la
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

various individuals to Canadian arts and culture

façon du pays; the expansion of First Nations
(e.g., Frances Brooke, François-Xavier Garneau,
reserves; the migration of francophones to regions
Thomas Chandler Haliburton, Paul Kane, Cornelius
outside Quebec; the beginnings of public education;
Krieghoff, Susanna Moodie, Elizabeth Simcoe,
early benevolent societies; the abolition of slavery;
Catharine Parr Traill), and assess their impact
the growth of cities; employment of women and
on the development of heritage and/or identity
children in factories; increasing class and ethnic
in Canada
divisions), and analyse their impact on people
in Canada C1.4 describe various key economic trends and
Sample questions: “What were some key developments, including international trends/
developments that led to changes in First developments, that affected Canada during this
Nations and Métis societies in Canada during period (e.g., the rivalry between the North West
this period? What forces or developments Company and the Hudson’s Bay Company [HBC],
tended to support continuity in these societies?” land grants to the HBC, mercantilism, canal and
“Do you think English-Canadian society changed railroad building, the timber trade, the Industrial
to a greater or lesser degree than French- Revolution, the repeal of the Corn Laws, reciprocity
Canadian society during this period?” with the United States, the development of craft
unions, gold rushes in British Columbia), and
C1.2 describe some major technological and/or assess their impact
scientific developments during this period (e.g.,
Sample questions: “What criteria would you
steam engines and other transportation-related
use to rank the societal and economic changes
technologies, mechanization in industry, the tele-
that resulted from the Industrial Revolution?”
graph, the camera), and assess their impact on
“Which trend or development would you judge
people living in Canada
as a key turning point for Canada’s economy

378
 during this time? Is it still significant to Canada participation in the Underground Railroad, political
today?” “What was the purpose of the canals cooperation between Baldwin and LaFontaine or
constructed in Upper Canada during this period? Cartier and Macdonald, the Confederation confer-

Canada: History, Identity, and Culture

Did the canals have the desired impact on the ences, crafting the British North America Act), and
economy of the colony?” assess their contribution to the development of
Canada, including the development of identity
C1.5 analyse how British colonial policies during in Canada
this period affected the political development
Sample question: “In what ways was the British
of Canada, including Confederation (e.g., with
North America Act a compromise between
reference to British policies towards First Nations,
differing political interests?”
the Constitutional Act of 1791, the Durham Report
and the Act of Union, responsible government, C2.3 describe some of the main sectarian and
Britain’s attitude towards greater independence regional divisions in colonial Canada as well as
for its North American colonies) significant conflicts involving Canadians during
Sample questions: “When you analyse British this period (e.g., religious divisions between
colonial decisions during this period, do you Catholics and Protestants; ethnic divisions between
think they reflect an overall policy of assimilation English and French or Irish and Scots; divisions
with respect to French Canadians? Why or why between Black Loyalists and established settlers in
not?” “Which British policy do you think had Nova Scotia or Upper Canada; divisions between
the greatest impact on the political development western settlers and First Nations and/or Métis;
of Canada during this period? Why?” “In what class divisions; regional differences between Upper
ways did British policy contribute to the and Lower Canada, or between Atlantic Canada
Confederation movement?” and the Province of Canada; conflicts such as the
War of 1812, the Pemmican Wars, the Shiners’ War,
strikes), and analyse how they affected the
C2. Interactions and Interdependence development of Canada, including the develop- CHI4U
FOCUS ON: Cause and Consequence; Historical
ment of identity in Canada
Perspective Sample questions: “What criteria would you
use to assess the consequences of the Rebellions
By the end of this course, students will: of 1836–37? If you were to rank the consequences,
how might the order change depending on
C2.1 analyse some of the challenges facing various whether you were French or English, rich or
communities in Canada during this period and poor?” “Why might some people argue that the
how different communities responded to them Orange Order was a group that promoted
(e.g., with reference to disease, including cholera cooperation while others might argue that it
among recent immigrants, malaria among canal promoted conflict?”
workers, and/or small pox among First Nations;
isolation facing pioneers and homesteaders; C2.4 analyse ways in which First Nations, Métis,
decreasing availability of land in some regions; and/or Inuit peoples interacted with other
the impact of absentee landowners in Prince communities in Canada during this period
Edward Island or of the Clergy Reserves; increasing (e.g., the participation of First Nations in the
displacement of First Nations; racism and discrimin- Revolutionary War or the War of 1812, or of Métis
ation; challenges associated with transportation; in the Pemmican Wars; facilitating the mapping of
entrenched political elites; poverty; pollution from western and northern Canada by British explorers;
industry) supplying the fur or buffalo robe trade; confronting
Sample questions: “What were some of the prospectors during the B.C. gold rushes), and
health-related challenges facing people during assess the impact of these interactions
this period? Who tended to be affected by various Sample questions: “What impact did the fur
diseases? Why? What were some ways in which trade have on First Nations during this period?”
families and/or communities dealt with disease “What is the controversy over the role the Inuit
or other medical problems?” “Why did some played in the 1845 Franklin expedition to the
Black Loyalists decide to relocate to Sierra Arctic?”
Leone in the 1790s?”
CANADA, 1774–1867

C2.5 analyse the role of religion/spirituality in

C2.2 analyse significant instances of social and/or Canadian society during this period and how it
political cooperation among Canadians during contributed to the development of Canada (e.g.,
this period (e.g., organizations such as the St Jean with reference to different religious groups in the
Baptiste Society, mutual aid societies, early trade colonies; the role of religious organizations in
unions, the work of school promoters, Canadians’ charitable work; the role of Roman Catholic priests

379
 and nuns in education and health care in Lower and European immigrants? In what ways have
Canada/Canada East; the spiritual practices of these social attitudes changed over time? In
First Nations) what ways have they stayed the same?”
Sample questions: “What role did churches
C3.3 analyse ways in which various francophone
Grade 12, University Preparation

play in charitable work? Why was such work

communities acted to preserve their political
important in the nineteenth century?” “Do you
and cultural identity during this period (e.g.,
think religion was more of a unifying or dividing
with reference to francophones in Lower Canada/
force in Canada during this period?” “In what
Canada East, Acadians, Métis; the Lower Canada
ways did churches aid in the subjugation and
Rebellion; responses to the Durham Report and Act
assimilation of Aboriginal peoples?”
of Union, including Garneau’s Histoire du Canada;
C2.6 analyse key developments in the relationship negotiations between politicians in Canada East and
between Canada, Great Britain, and the United Canada West regarding political union, including
States during this period, with a focus on their those focusing on political representation and
consequences for Canada (e.g., with reference on language and religious rights; francophone
to the American Revolution, the War of 1812, educational institutions; the French-language press)
annexation movements, negotiating the border Sample questions: “What issues were of
with the United States, the abolition of slavery in particular importance to Quebec politicians
Britain and its colonies, the Underground Railroad, in the negotiations leading to the political
Britain’s interactions with the Union and the union of Upper and Lower Canada and to
Confederacy during the American Civil War, Confederation? Why?”
the Trent incident, Fenian raids)
C3.4 explain how escalating demands for demo-
Sample questions: “Why was the invasion of
cratic reform during this period affected the
St Albans a turning point in relations between
evolution of Canada’s governmental system
British North America and the United States?”
(e.g., with reference to the concerns of French and
“What does the Reciprocity Treaty of 1854 tell
British citizens regarding the Constitutional Act
you about the relationship between Canada, the
of 1791; demands for responsible government
United States, and Britain at that time?”
leading up to, during, and after the rebellions of
1837–38; the role of the press in political debate
C3. Diversity and Citizenship and fostering reform; political negotiations leading
to Confederation; changes to the franchise; debates
FOCUS ON: Continuity and Change; Historical around Confederation and the political structure
Perspective of the new federation)

By the end of this course, students will: Sample questions: “What role did newspapers
play in demands for reform and the development
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C3.1 explain the contributions of various individ- of the political system in Canada in this period?
uals to society and politics in Canada during What range of opinions was expressed in the
this period (e.g., Joseph and Molly Brant, George colonial press regarding political reform?”
Brown, Lord Durham, Josiah Henson, Joseph Howe,
Alexander Mackenzie, William Lyon Mackenzie,
John Molson, John Norton, Louis-Joseph Papineau,
Egerton Ryerson, Laura Secord, Mary Ann Shadd,
Shawnadithit, John Strachan, Tecumseh, Philemon
Wright), and assess their impact on the develop-
ment of identity, citizenship, and/or heritage
in Canada

C3.2 analyse how immigration changed Canadian

society and contributed to the development of
identity in Canada during this period (e.g., with
reference to Loyalists, refugee slaves, Irish Catholics
and Protestants, English, Scots; the impact of
immigration on First Nations and Métis populations)
Sample questions: “What social attitudes were
reflected in the treatment of Black Loyalists or
in the forced removal of First Nations and
Métis communities on the arrival of Loyalists

380
D. CANADA, 1867–1945

Canada: History, Identity, and Culture

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Setting the Context: analyse how various social/cultural, economic, and political events, trends,
and/or developments in Canada from 1867 to 1945 contributed to the development of the country
(FOCUS ON: Continuity and Change; Historical Perspective)
D2. Interactions and Interdependence: analyse how various interactions at both the national and
international level between 1867 and 1945 contributed to the development of Canada (FOCUS ON:
Historical Significance; Cause and Consequence)
D3. Diversity and Citizenship: analyse challenges facing various groups in Canada between 1867 and
1945 as well as the contributions of various groups and individuals to the development of identity,
culture, and citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
D1. Setting the Context D1.2 analyse ways in which technological and/or CHI4U
scientific developments during this period
FOCUS ON: Continuity and Change; Historical contributed to the development of identity in
Perspective Canada (e.g., with reference to the technological
developments necessary for the transcontinental
By the end of this course, students will: railway, the work of the Geological Survey of
Canada, the photography of William Notman, the
D1.1 analyse some key social developments as
first radio tests at Signal Hill, large-scale wheat
well as dominant social attitudes and values
farming on the Prairies, Banting and Macleod’s
during this period (e.g., changes in numbers and
Nobel Prize)
origins of immigrants; the expansion of Native
residential schools; urbanization; increasing par- Sample questions: “What technological develop-
ticipation of women in the labour force; increasing ments were integral to the building of the
French-Canadian nationalism; changes in social Canadian Pacific Railway (CPR)? How and why
mores; changing attitudes towards women’s roles did the CPR change the way people viewed
in society and politics; attitudes towards racial, Canada’s wilderness? What role did the railway
ethnic, and religious minorities), and assess their play in the founding of Canada’s system of
significance for the development of Canada, national parks? How significant are these parks
including the development of identity in Canada to the development of our national identity?”
Sample questions: “What social attitudes and
D1.3 describe a variety of developments in the
values were reflected in the ways different
arts and popular culture in Canada during this
people responded to the Komagata Maru incident
period (e.g., in art, literature, music, sports and
or to the sterilization of people with develop-
recreation, fashion, the press, radio, or motion
mental disabilities?” “What does the trend
pictures), and explain how arts and popular
towards assimilation reveal about the way First
culture contributed to the development of
Nations, Métis, and Inuit people were viewed?”
heritage and identity in Canada (e.g., with
“Which social developments during this period
reference to the work of Paul-Émile Borduas,
were particularly important for Canadian
Morley Callaghan, Emily Carr, Clarence Gagnon,
women?” “Which groups attempted to address
CANADA, 1867–1945

Robert Harris, Louis Hémon, Harold Innis,

poverty during this period? Why did particular
C. W. Jeffries, Pauline Johnson, A. M. Klein,
groups feel an obligation to the poor?”
Stephen Leacock, Tom Longboat, Mary Pickford;

381
 the Canadian Broadcasting Corporation, the sexual sterilization acts, social welfare measures,
National Film Board of Canada, the Edmonton food rationing, residential schools for Aboriginal
Grads, the National Hockey League; works by the children, the Padlock Act)
Group of Seven or the Canadian Group of Painters)
Sample questions: “What were some ways in
Grade 12, University Preparation

which the Indian Act was used to control the

D1.4 analyse key economic trends and develop-
lives of First Nations people?” “What special
ments during this period and their contribution
powers did the War Measures Act confer on
to the development of Canada, including the
the federal government? What use did the
development of identity in Canada (e.g., with
government make of these powers when dealing
reference to the National Policy; regional economic
with ‘enemy aliens’ in the two world wars?”
development such as the steel industry in Nova
Scotia and southern Ontario, mining in Quebec,
northern Ontario, and British Columbia, agriculture D2. Interactions and Interdependence
on the Prairies, the Klondike gold rush; continuing
industrialization; recessions in the 1870s, 1890s, FOCUS ON: Historical Significance; Cause and
and early 1920s; the Halibut Treaty; economic Consequence
growth during the 1920s; the stock market crash
of 1929 and the Great Depression; the Hyde Park By the end of this course, students will:
Agreement; farmers’ cooperatives; caisses
populaires) D2.1 describe domestic and international conflicts
in which Canadian military forces participated
Sample questions: “How did economic develop- during this period (e.g., the Red River Resistance,
ment during this period contribute to the image the North-West Rebellion, the Alaska Boundary
of Canada as a resource-based economy?” Dispute, the Boer War, World War I, the Spanish
“In what ways did the construction of the Civil War, World War II), and assess their contri-
transcontinental railway spur economic bution to the development of Canada, including
development in Canada?” “What impact the development of identity in Canada
did industrialization have on the way people
worked?” Sample questions: “Why was the significance of
the North-West Rebellion different for different
D1.5 analyse how key political developments groups in Canada?” “Do you think Canada’s
during this period contributed to the develop- involvement in the world wars did more to
ment of Canada, including the development unite or to divide Canadians?”
of identity in Canada (e.g., the assassination of
Thomas D’Arcy McGee; new provinces joining the D2.2 explain the main causes of key conflicts
Dominion of Canada; the Pacific scandal; the Métis between groups in Canada during this period
rebellions; the Union government; the creation of (e.g., with reference to government policies such as
the Manitoba Schools Act, reciprocity, the Naval
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the Liberal Party, the Progressive Conservative Party,

the United Farmers of Ontario, the Co-operative Service Bill, conscription, prohibition, Regulation 17
Commonwealth Federation, Social Credit; the [1912]; anti-Chinese riots in British Columbia; the
enfranchisement of women; the Persons Case; Maritime Rights movement; labour conflict such
the King-Byng affair) as the Winnipeg General Strike or the Ford strike;
the On-to-Ottawa Trek and Regina Riot; the riot
Sample questions: “Why was Canada so at Christie Pits), and assess how these events
successful in growing from ‘sea to sea’ by 1876? contributed to the development of Canada
What factors facilitated such rapid growth?
What new issues were created by this expan- Sample questions: “Why did the Manitoba
sion? Whose concerns were addressed? Whose Schools Question generate a national debate?
were not?” What was the significance of the resolution of
this issue?” “What factors contributed to the
D1.6 analyse a variety of government policies Regina Riot? Do you see any parallels between
during this period, with a focus on how they that event and the Winnipeg General Strike?”
expanded the role of government in the lives
of people in Canada (e.g., with reference to the D2.3 analyse the goals, strategies, and effectiveness
Indian Act, the War Measures Act, the Income Tax of a variety of reform movements/organizations
Act, the Imperial Munitions Board, the National during this period (e.g., the labour, temperance,
Resources Mobilization Act, prohibition, provincial women’s suffrage, social gospel, Canada First,

382
 eugenics, cooperative, or Antigonish movement; Sample questions: “Did all francophone com-
groups such as the Woman’s Christian Temperance munities have the same struggles to maintain
Union [WCTU], the Knights of Labor, One Big their identities? Did they all experience the

Canada: History, Identity, and Culture

Union, the John Howard Society, the Coloured same threats? What do these communities and
Women’s Club of Montreal) their struggles reveal about issues at this time
as well as in Canada today?”
Sample questions: “What were the goals of the
WCTU? In what ways was prohibition tied to
D3.3 explain the significance of “status” for
other social issues of the time?” “How would
First Nations people, their identity, and their
you measure the effectiveness of the social gospel
relationships with governments in Canada
movement?” “What strategies did different
during this period (e.g., with respect to limitations
groups develop to work with the increasing
imposed by the Indian Act, disenfranchisement,
number of urban poor? Were the groups
assimilationist policies, life on reserves, the impact
successful in meeting the needs of these people?”
on Native women who married non-Indian men,
rights of non-status First Nations people and of
D2.4 analyse how various international events
Inuit and Métis)
and developments contributed to the develop-
ment of Canada’s political autonomy during Sample question: “What does the term status
this period (e.g., Canadian participation in the imply about the dependence of First Nations
Boer War, World War I, and World War II; the Paris people on the Canadian government?”
Peace Conference, the Chanak Affair, the Halibut
Treaty, the Balfour Report, Imperial Conferences, D3.4 analyse the development of ethnocultural
the Statute of Westminster) identities in different regions of Canada during
this period (e.g., with reference to First Nations
Sample questions: “Which development do you
and Métis peoples in western Canada; Inuit in
think made the greatest contribution to Canada’s
the North; francophone communities in Quebec,
political autonomy during this period? Why?”
Manitoba, or New Brunswick; African Canadians CHI4U
“When you analyse developments affecting
in Nova Scotia; Mennonites in southern Ontario;
Canadian autonomy, do you think Canada
Chinese in British Columbia; Ukrainians on the
exchanged political independence from Britain
Prairies) and their impact on the development
for economic dependence on the United States?”
of a national identity in Canada
Sample questions: “To what extent have
D3. Diversity and Citizenship regionalism and the development of regional
identities hampered the development of a
FOCUS ON: Continuity and Change; Historical
unifying national identity in Canada?” “What
Perspective
impact did assimilationist policies have on
specific ethnocultural groups in Canada? Why
By the end of this course, students will:
did some groups find it easier than others to
D3.1 explain the contributions of various individ- maintain their identity in Canada?”
uals to Canadian society and politics during
this period (e.g., William Aberhart, R. B. Bennett, D3.5 analyse key changes in Canadian immigration
Robert Borden, Henri Bourassa, Moses Coady, policy during this period (e.g., amendments to
Amor de Cosmos, Louis Riel, Gabriel Dumont, the Immigration Act, Clifford Sifton’s “open door”
Maurice Duplessis, C. D. Howe, Sam Hughes, policy, the Chinese Head Tax, emigration of British
J. J. Kelso, William Lyon Mackenzie King, Wilfrid Home Children, responses to refugees, deportation
Laurier, John A. Macdonald, Nellie McClung, of “enemy aliens”), and explain their impact on
Louis Riel, Clifford Sifton, Emily Stowe, Cairine the development of Canada
Wilson, J. S. Woodsworth), and assess their impact Sample questions: “Did Sifton’s ‘open door’
on the development of identity, heritage, and/or policy mean that Canada welcomed all
citizenship in Canada immigrants?” “In what ways did changes
to Canadian immigration policy during this
D3.2 analyse ways in which francophone period reflect the social attitudes and values
communities, including those outside of
of the time? Whose attitudes and values did
Quebec (e.g., Acadians, Franco-Ontarians,
they reflect? Have these attitudes changed over
CANADA, 1867–1945

Franco-Manitobans, Métis), sought to maintain

their identity during this period

383
 time? If so, what do you think might account
for the changes? How have some of these
attitudes stayed the same?”

D3.6 explain the significance of the denial of

Grade 12, University Preparation

citizenship rights to certain groups in Canada

during this period (e.g., First Nations, Métis, Inuit,
women, African Canadians, Chinese Canadians,
Irish Canadians, German Canadians, Ukrainian
Canadians, Japanese Canadians)
Sample questions: “What citizenship rights had
women gained by 1945? Did these rights apply
to all women in Canada?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

384
E. CANADA SINCE 1945

Canada: History, Identity, and Culture

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Setting the Context: analyse various social/cultural, economic, and political events, trends, and/or
developments in Canada since 1945 and their impact on the development of the country (FOCUS ON:
Cause and Consequence; Continuity and Change)
E2. Interactions and Interdependence: analyse how various interactions at both the national and
international level since 1945 have contributed to the development of Canada, including the
development of identity in Canada (FOCUS ON: Historical Significance; Continuity and Change)
E3. Diversity and Citizenship: analyse how various individuals and groups have contributed to the
development of identity, culture, and citizenship in Canada since 1945 (FOCUS ON: Continuity and
Change; Historical Perspective)

SPECIFIC EXPECTATIONS
E1. Setting the Context Société Radio Canada and the National Film Board, CHI4U
the creation of the Canadian Radio-television and
FOCUS ON: Cause and Consequence; Continuity and Telecommunications Commission, the adoption of
Change a new Canadian flag and official national anthem,
government funding for cultural institutions, the
By the end of this course, students will: establishment of the National Arts Centre, the
adoption of Bill C-58)
E1.1 analyse key social/cultural trends and
developments in Canada during this period, Sample questions: “What developments in and
including changes in social attitudes/values outside of Canada made the government feel
(e.g., with reference to changes in the number the need to promote and protect Canadian
and origins of immigrants and refugees; changes culture? Can you isolate one event or issue as
in birth, marriage, and divorce rates; continuing being the catalyst?” “How successful do you
urbanization and the growth of suburbs; the think Canadian content regulations have been
development of the social safety net; biculturalism at promoting Canadian culture?”
and multiculturalism; increasing concerns with
rights, fairness, and equity; the development of E1.3 analyse ways in which technological and/or
countercultural, civil rights, environmental, and scientific developments during this period have
social protest movements; changes in the role and contributed to the development of identity in
status of women), and assess their significance Canada (e.g., with reference to developments in
for the development of Canada, including the television and radio; the design and building of the
development of identity in Canada Avro Arrow, the cancellation of that project, and
the destruction of the existing planes and models;
Sample questions: “What were some social
the engineering and construction technology behind
developments during this period that implied
the building of the CN Tower; the development and
a growing concern with issues of fairness and
use of the Canadarm)
equity in Canada?” “How have demographic
changes during this period affected families Sample questions: “What impact have techno-
in Canada?” logical developments in the past thirty years
had on Canadian business practices? Do you
CANADA SINCE 1945

E1.2 analyse efforts by the Canadian government think innovations by Canadian high-tech
to promote and protect Canadian culture during companies have changed the way some people
this period (e.g., the creation of the Massey have viewed Canada and its technology sector?
Commission and the Canada Council, the funding Why or why not?” “What impact has the
of the Canadian Broadcasting Corporation / la development of new media and technologies

385
 that facilitate global communication had on the Sample questions: “What attitudes and practices
development of culture or identity in Canada?” were challenged by the civil rights movement
in Canada during this period? How successful
E1.4 analyse key causes and consequences of do you think this movement has been?” “What
major economic trends and developments in were the roots of Greenpeace and other Canadian
Grade 12, University Preparation

Canada during this period, including those environmental organizations that developed
related to regional economic disparities (e.g., during this period? What challenges have these
the Rand decision, fluctuations in labour unions, organizations faced? What have they achieved?”
continuing development of branch plants and
foreign investment, the decline of manufacturing, E2.2 analyse some significant instances of social
economic growth in western and northern Canada, and political conflict in Canada during this
free trade agreements, inflation, recessions, fishing period (e.g., conflict over the demolition of
moratoria, the bursting of the tech bubble, the Africville, the National Energy Program, or the
empowerment of individual investors) patriation of the constitution; the FLQ Crisis;
ongoing conflict between Ottawa and Quebec;
Sample questions: “What role have natural
the Oka Crisis; antiglobalization protests), and
resources played in regional economic disparities
assess their impact on the development of
in Canada during this period?” “What factors
identity in Canada
led to the growth of unions in the years after
World War II? What factors have led to their Sample questions: “What was ‘Operation
decline in more recent years?” Snatch’? Why were Doukhobor children
forcibly removed from their homes? Where
E1.5 analyse key causes of major political develop- were they sent? How did their parents react
ments and/or government policies in Canada to the removal of their children? What does
during this period (e.g., responses to the Cold War; this episode reveal about the development
Newfoundland’s joining Confederation; medicare of identity in Canada?”
and other social programs; royal commissions on
the status of women, Aboriginal peoples, and/or E2.3 analyse interactions between Aboriginal
health services; the patriation of the constitution peoples and different governments in Canada
and the creation of the Canadian Charter of Rights during this period, with a focus on both positive
and Freedoms; the creation of Nunavut; amending changes and unresolved issues (e.g., with reference
the Indian Act; the Civil Marriage Act of 2005; the to amendments to the Indian Act, the closure of
creation of new political parties), and assess the residential schools, the White and Red Papers, the
contribution of these developments/policies to formation of the National Indian Brotherhood and
the development of Canada the Assembly of First Nations, the Meech Lake
Accord, Native protests at Oka and Ipperwash and
Sample questions: “In what way did the
the government response, the creation of Nunavut,
Gouzenko affair shape Canada’s involvement in
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

land claims, self-government, issues around funding

the Cold War?” “How important a contribution
for and quality of life on reserves, the Lubicon-
have governmental social programs made to
Daishowa dispute, protests against the James Bay
the development of Canada?” “What does the
hydroelectric project, the Idle No More movement,
creation of the Reform Party and the Conservative
pipeline protests in British Columbia)
Party of Canada tell you about changes in
Canadian society and political culture since Sample questions: “What was the significance
the 1980s?” of the Berger Commission for interactions
between Aboriginal peoples and the Canadian
government?” “What types of issues have
E2. Interactions and Interdependence provoked Native protests since the 1950s?
FOCUS ON: Historical Significance; Continuity and Are there any similarities between these issues
and those of concern to Aboriginal Canadians
Change
in earlier years?”
By the end of this course, students will:
E2.4 analyse trade policies and initiatives involving
E2.1 explain the context for the development of Canada during this period, including ways in
various reform movements in Canada during which they have challenged and/or promoted
this period (e.g., pacifist, antiwar, antinuclear, Canadian sovereignty (e.g., the Auto Pact, the
civil rights, Aboriginal rights, feminist, gay rights, Canada-U.S. Free Trade Agreement, the North
environmental, antiglobalization, animal rights American Free Trade Agreement, Asia-Pacific
movements), and evaluate the success of some Economic Cooperation, the World Trade
of these movements Organization, the Foreign Investment Review

386
 Agency, trade with Castro’s Cuba, the initiation E3.2 analyse how the lives, roles, and rights of
of trade with the People’s Republic of China) Canadian women changed during this period
(e.g., with reference to changes in women’s labour

Canada: History, Identity, and Culture

E2.5 analyse Canada’s involvement in international force participation; pink collar work; work in the
affairs during this period, including its participa- home, including the impact of new household
tion in conflicts and international organizations appliances; increased consumerism; the establish-
(e.g., the Cold War, the Korean War, the Gulf War; ment of the Royal Commission on the Status of
the Suez Crisis; conflicts in Bosnia, Somalia, Women; decriminalization of birth control and
Rwanda, Afghanistan; membership in NATO, abortion; the inclusion of gender in the Charter of
NORAD, the United Nations, the International Rights and Freedoms; the establishment of rape
Control Commission, the International Court crisis centres and shelters for battered women;
of Justice, the Commonwealth of Nations, la amendments to address inequities in the Indian Act;
Francophonie), and assess its impact on the the decision in the Murdoch case and its fallout;
development of a national Canadian identity pay equity legislation)
Sample question: “Has Canada’s participation Sample questions: “What impact did modern
in international conflicts during this period household appliances have on attitudes towards
helped shape identity in Canada?” and expectations about women’s domestic
work?” “What do you think was the most
E2.6 analyse, with reference to some major events significant turning point for the status of
and/or developments, the relationship between women in Canada during this period? Why?”
Canada and the United States during this period
and how it has affected Canada, including the E3.3 analyse how various francophone commun-
development of identity in Canada (e.g., with ities in Canada, including those outside of
reference to the DEW line, the Cuban Missile Crisis, Quebec, have acted to preserve their political
the Vietnam War, Canada’s refusal to participate and cultural identity (e.g., with reference to
in the Second Gulf War, Canada’s response to 9/11 the Quiet Revolution, Bill 101, testimony before CHI4U
and its signing of the Anti-Terrorism Act, Canada’s the Royal Commission on Bilingualism and
participation in the mission in Afghanistan; issues Biculturalism, the campaign for sovereignty-
related to border control, Arctic sovereignty, trade, association, the creation of the Parti Québécois and
cultural imperialism, the environment) the Bloc Québécois, the negotiation of the Meech
Sample questions: “How great an impact has Lake or Charlottetown Accord, the creation of
American culture had on Canada since 1945? French-language school boards in Ontario, La
What has this influence meant for the develop- Fondation Franco-Albertaine, the Acadian World
ment of culture and identity in Canada?” “What Congress; the contributions of Québécois, Acadian,
concerns have the North American security and Franco-Ontarian writers and musicians)
perimeter raised with respect to Canada’s Sample questions: “What are some similarities
independence?” in the actions taken by different francophone
communities during this period to try to pre-
serve their political and cultural identity? What
E3. Diversity and Citizenship are some differences?” “How important do you
FOCUS ON: Continuity and Change; Historical think policies to protect the French language
and culture in Quebec are for francophone
Perspective
communities in Quebec? For such communities
By the end of this course, students will: in other parts of Canada?”

E3.1 explain the contributions of various individ- E3.4 describe the contributions of various indi-
uals to Canadian society and politics during viduals and groups, including ethnocultural
this period (e.g., Rosalie Abella, Doris Anderson, and regional groups (e.g., Aboriginal Canadians,
Lucien Bouchard, Thérèse Casgrain, Adrienne Acadians, African Canadians, Franco-Ontarians,
Clarkson, Nellie Cournoyea, Viola Desmond, South Asian or East Asian Canadians; individuals/
Tommy Douglas, Mary Two-Axe Early, Terry Fox, groups from western Canada, Ontario, Quebec,
Elijah Harper, Dudley Laws, René Lévesque, Peter Atlantic Canada, the North), to the development
Lougheed, Kay Macpherson, Ovide Mercredi, of culture and identity in Canada during this
CANADA SINCE 1945

Brian Mulroney, Paul Okalik, Lester B. Pearson, period (e.g., in areas such as literature, film, sports,
Pierre Elliott Trudeau, Jean Vanier, Bob White, art, music, theatre, cultural festivals)
Svend Robinson), and assess their impact on Sample questions: “What impact has the work
identity, heritage, and/or citizenship in Canada of people such as Tomson Highway, Joane
Cardinal-Schubert, Thomas King, and/or

387
 Zacharias Kunuk had on heritage and identity
in Canada?” “What contributions have Québécois
novelists, dramatists, songwriters, and/or
filmmakers made to Québécois and Canadian
culture during this period?” “What events and
Grade 12, University Preparation

issues are addressed by Joy Kogawa in Obasan

or Lawrence Hill in The Book of Negroes? What
is the significance of these events/issues for
heritage or identity in Canada?” “How are
individuals such as Edward Burtynsky and
David Suzuki trying to influence the values
and behaviour of Canadians with respect to
the environment? How effective do you think
they have been?”

E3.5 analyse how postwar immigration policies

and settlement patterns, and related govern-
ment policies, have helped shape identity and
culture in Canada (e.g., revisions to the Immigration
Act; increasing immigration from Asia, Africa, and
the Caribbean; the expansion of ethnic neighbour-
hoods in large cities; the creation of the policy of
multiculturalism; policies towards refugees)
Sample question: “How are identity and culture
in Canada changing as a result of policies
that support multiculturalism and continued
migration?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

388
World History since the
Fifteenth Century, Grade 12
University Preparation CHY4U

This course traces major developments and events in world history since approximately
1450. Students will explore social, economic, and political changes, the historical roots of
contemporary issues, and the role of conflict and cooperation in global interrelationships.
They will extend their ability to apply the concepts of historical thinking and the historical
inquiry process, including the interpretation and analysis of evidence, as they investigate
key issues and ideas and assess societal progress or decline in world history.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history since the fifteenth century

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

389
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. The World, 1450–1650

B1. Social, Economic, and Political Context: analyse key Various social, political, How has the historiography
aspects of social, economic, and political systems and and economic changes of exploration and trade
structures in various regions of the world between 1450 during this time had a during this period
and 1650 (FOCUS ON: Historical Significance; Historical lasting impact on the changed over time?
Perspective) world.
How do we know what we
B2. Communities, Conflict, and Cooperation: analyse When building new trade know about the people
relations between different groups in various regions and political relationships, who lived during this time?
of the world from 1450 to 1650 and how various governments and other
factors affected these relations (FOCUS ON: Cause groups had to weigh What does the art and
and Consequence; Continuity and Change) competing interests. architecture of different
societies tell us about their
B3. Identity, Citizenship, and Heritage: analyse, with During this period, new values and beliefs?
reference to the contributions of specific individuals, ideas about the world and
ways in which ideas, values, and artistic production its people began to Which new ideas and
affected the development of identity, citizenship, and/or challenge dominant and theories from this period
heritage in various societies between 1450 and 1650 long-held ideas. continue to have an impact
(FOCUS ON: Historical Significance; Cause and Consequence) on the world today?

C. The World, 1650–1789

C1. Social, Economic, and Political Context: analyse key Increased trade and How did science
social, economic, and political issues, trends, and/or colonization during this contribute to change
developments in various regions of the world between period helped change during this period?
1650 and 1789 (FOCUS ON: Cause and Consequence; demographic patterns.
What criteria would you
Continuity and Change)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

use to judge the long-term

C2. Communities, Conflict, and Cooperation: analyse The building of commercial impact of European
interactions between different groups in various regions and political empires had exploration on indigenous
of the world from 1650 to 1789 and how various forces/ an impact on relationships peoples around the world?
factors affected those interactions (FOCUS ON: Cause within and between
and Consequence; Historical Perspective) various countries. Why did some countries
react to the increase in
C3. Identity, Citizenship, and Heritage: analyse how During this period, various global interactions with
political, social, economic, religious, and cultural ideas groups and individuals isolationist policies?
and practices in various regions of the world between began to question political,
1650 and 1789 contributed to the development of social, economic, and How did colonial policies
identity, citizenship, and/or heritage (FOCUS ON: religious ideas and help shape events and
Historical Significance; Historical Perspective) institutions. developments around the
world at this time? How
do they continue to play a
role in the world today?

Why might some groups

and individuals challenge
the status quo?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

390
 World History since the Fifteenth Century
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. The World, 1789–1900

D1. Social, Economic, and Political Context: analyse Industrialization and How did various groups
the impact of key social, economic, and political issues, urbanization had and countries respond to
trends, and/or developments in various regions of the intended and unintended colonial policies?
world between 1789 and 1900 (FOCUS ON: Historical consequences.
What lay behind the
Significance; Cause and Consequence)
formation of various social
D2. Communities, Conflict, and Cooperation: assess Revolution and reform reform movements around
how war, revolution, reform, and other forces affected movements around the the world during this
societies in various regions of the world between 1789 world caused social period?
and 1900 (FOCUS ON: Historical Significance; Continuity change and the severing
and Change) of colonial ties in some To what extent were
regions. the social, political, and
economic ideas of this
D3. Identity, Citizenship, and Heritage: analyse how Revolutionary ideas, as time a continuation of
new ideas and other cultural, social, and political well as new ideas about or a departure from earlier CHY4U
developments affected the development of identity, self-determination and ones?
citizenship, and/or heritage in societies in various nationalism, were
regions of the world between 1789 and 1900 (FOCUS widespread during this What was the impact of
ON: Continuity and Change; Historical Perspective) period. nationalism during this
period?

E. The World since 1900

E1. Social, Economic, and Political Context: analyse the Globalization and How do we deal with
significance of various social, economic, and political decolonization during this competing rights?
policies, developments, and ideas in various regions of period have had economic,
Why might some people
the world since 1900 (FOCUS ON: Historical Significance; social, and political
and countries fear
Cause and Consequence) ramifications.
globalization?
E2. Communities, Conflict, and Cooperation: analyse This period has been
interactions between various groups since 1900 and marked by military Is national identity
how key individuals and social, economic, and political conflict but has also seen important?
forces have affected those interactions (FOCUS ON: large-scale social reform Are we national citizens,
Cause and Consequence; Historical Perspective) and increasing awareness global citizens, or both?
of individual rights.

E3. Identity, Citizenship, and Heritage: analyse the Global influence has had,
development of the rights, identity, and heritage of and is having, an impact
different groups around the world since 1900 (FOCUS on national and personal
ON: Continuity and Change; Historical Perspective) identity.
OVERVIEW

391
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of world history since the fifteenth century;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry A1.3 assess the credibility of sources and informa-
tion relevant to their investigations (e.g., by
Throughout this course, students will: considering the perspective, bias, accuracy, purpose,
and context of the source and the values and expertise
A1.1 formulate different types of questions to of its author)
guide investigations into issues, events, and/or
developments in world history since the fifteenth Sample questions: “When using a painting as a
century (e.g., factual questions: What were some source for your inquiry, why is it important to
of the dominant ideas of the Enlightenment?; note the date the work was created as well as
comparative questions: What were the main some biographical information about the artist
similarities and differences between the regimes and, where possible, about the person or insti-
of Mao and Stalin?; causal questions: What impact tution that commissioned the work?” “Do you
did social Darwinism have on foreign policy in the think that official government sources are less
late nineteenth century?) biased than other sources? Why or why not?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant evidence and A1.4 interpret and analyse evidence and informa-
information on aspects of world history since tion relevant to their investigations, using various
the fifteenth century from a variety of primary tools, strategies, and approaches appropriate
and secondary sources (e.g., primary: architecture, for historical inquiry (e.g., determine criteria for
artefacts, art works, autobiographies, court tran- the placement of the causes of the War of the Spanish
scripts, government documents, letters, maps, Succession on a ranking ladder; use an annotated
period newspapers, philosophical or political timeline to plot key events in the development of
treatises from the time, photographs, political the nineteenth-century women’s rights movement;
cartoons, speeches, treaties; secondary: books use a cause and effect organizer to help them sort
and/or articles from the library, current newspapers the causes and consequences of the rise and fall of
or magazines, documentaries or other films, text- the Japanese Empire; develop a concept map on the
books, websites), ensuring that their sources influence of Marxism in the late nineteenth and
reflect a range of perspectives early twentieth century)
Sample questions: “What does Bruegel’s painting A1.5 describe various approaches to the study of
The Peasant Wedding tell you about sixteenth- history (e.g., nationalist, “great man”, Marxist,
century peasant life in northern Europe? What feminist, postcolonial, minority/ethnic), and assess
other types of sources could you use to verify or the effectiveness of these approaches for analys-
supplement the information in the painting?” ing issues, events, and/or developments in world
“How can you ensure that your sources reflect history since the fifteenth century, particularly
a variety of perspectives?” “If you were investi- those relevant to their own investigations
gating the social impact of the Industrial
Revolution, do you think novels from the Sample questions: “What does the term histori-
period might be an appropriate source? Why or ography mean? What are the key differences
why not? What other sources might you use?” between conservative, liberal, and Marxist

392
 interpretations of history? Which school of A1.8 communicate their ideas, arguments, and
thought do you think this source reflects? conclusions using various formats and styles,

World History since the Fifteenth Century

How does this historian’s perspective affect as appropriate for the audience and purpose
the way he (or she) has interpreted or used the (e.g., a seminar on the ideas, strategies, and effect-
evidence?” “In what ways has the historiography iveness of a particular social reform movement;
of exploration, interaction, and the ‘contact an essay on the role of conflict in the evolution of
experience’ changed over time?” “When you national identities; a debate on the responsibilities
critically examine traditional approaches to of imperial powers for problems in their former
history, what shortcomings do you notice? colonies; a presentation on the benefits or drawbacks
Which groups tend to receive the most attention? of different economic systems that existed at various
Which tend to be underrepresented?” “Do you times and/or in various regions; a “heritage minute”
think history can be free of bias? Why or why video on a key person or event that contributed to
not?” the development of human rights in a particular
country; a blog on the historical accuracy of a film
A1.6 use the concepts of historical thinking (i.e., depicting events relating to the independence of
historical significance, cause and consequence, India; a website on developments in art or archi-
continuity and change, and historical perspective) tecture over a particular period)
when analysing, evaluating evidence about,
and formulating conclusions and/or judge- A1.9 use accepted forms of documentation (e.g.,
ments regarding historical issues, events, and/ footnotes or endnotes, author/date citations, reference
or developments in world history since the lists, bibliographies, credits) to reference different
fifteenth century (e.g., use the concept of historical types of sources (e.g., archival sources, articles,
significance when investigating the impact of the art works, blogs, books, films or videos, oral
development of the printing press; use the concept evidence, websites)
of cause and consequence when analysing the
issues and ideas that contributed to and/or arose A1.10  use appropriate terminology when com-
CHY4U
from the Haitian Revolution; consider the concept municating the results of their investigations
of continuity and change when analysing the (e.g., vocabulary specific to their inquiry topics;
evolution of nationalist movements in the nineteenth terminology related to history, historiography, and
and twentieth century; apply the concept of historical the concepts of historical thinking)
perspective when analysing the ideas underpinning
the Reformation, as well as responses to these ideas,
to ensure that they consider multiple viewpoints) A2. Developing Transferable Skills
Sample questions: “What concept or concepts Throughout this course, students will:
of historical thinking would be the most relevant
to consider when investigating changes in the A2.1 describe ways in which historical investiga-
roles and rights of women over time? Why do tion can help them develop skills, including the
you think these concepts would be particularly essential skills in the Ontario Skills Passport
appropriate in this context?” “Why is it important (e.g., skills related to reading text, writing, document
to consider both the intended and unintended use, computer use, oral communication, numeracy),
consequences of a particular development?” that can be transferred to postsecondary oppor-
tunities, the world of work, and everyday life
A1.7 evaluate and synthesize their findings to
formulate conclusions and/or make informed A2.2 apply in everyday contexts skills and work
judgements or predictions about the issues, habits developed through historical investigation
events, and/or developments they are (e.g., use skills to analyse statistics presented on a HISTORICAL INQUIRY AND SKILL DEVELOPMENT
investigating website, to assess the credibility of sources cited in
an article, to understand and appreciate multiple
Sample questions: “Based on your historical perspectives and engage in informed discussions,
investigation of relevant social and economic to assess the historical accuracy of historical fiction
developments, what do you think the future or films, or to identify bias in the media; apply
holds for the middle class or for workers’ work habits such as self-regulation in order to
rights? Why?” “What similarities and differences independently monitor their progress, or initiative
have you found between the effects of the in devising and implementing strategies to enable
Industrial Revolution in England and the them to successfully complete a task)
effects of the rapid growth of China as an
industrial power since the 1980s?” A2.3 apply the knowledge and skills developed
in the study of world history since the fifteenth

393
 century when analysing current social, economic,
and/or political issues, in order to enhance their
understanding of these issues and their role as
informed citizens
Grade 12, University Preparation

Sample question: “Which historical events

might help you more fully understand the
issues underlying current hostile relations
in and between the countries of the Indian
subcontinent or in the Middle East?”

A2.4 identify various careers in which the skills

learned in history might be useful (e.g., archae-
ologist, archivist, curator, educator, game designer,
historian, journalist, lawyer, librarian, policy analyst,
political speech writer, politician, researcher)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

394
B. THE WORLD, 1450–1650

World History since the Fifteenth Century

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Social, Economic, and Political Context: analyse key aspects of social, economic, and political
systems and structures in various regions of the world between 1450 and 1650 (FOCUS ON: Historical
Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse relations between different groups in various
regions of the world from 1450 to 1650 and how various factors affected these relations (FOCUS ON:
Cause and Consequence; Continuity and Change)
B3. Identity, Citizenship, and Heritage: analyse, with reference to the contributions of specific individuals,
ways in which ideas, values, and artistic production affected the development of identity, citizenship,
and/or heritage in various societies between 1450 and 1650 (FOCUS ON: Historical Significance; Cause
and Consequence)

SPECIFIC EXPECTATIONS
CHY4U
B1. Social, Economic, and Political advances during this period? Would the answer
Context change depending on which region you were
investigating? Would you be able to apply the
FOCUS ON: Historical Significance; Historical same criteria to assess the significance for every
Perspective region, or for all people in a region? Why or
why not?”
By the end of this course, students will:
B1.3 analyse key similarities and differences
B1.1 analyse the roles, status, and contributions
between economic systems in various societies
of a variety of groups in societies in various
during this period (e.g., feudal, market, capitalist,
regions of the world during this period (e.g.,
and/or mercantile systems; the economies of colonies,
with reference to women, men, children, serfs,
imperial powers, agricultural societies)
slaves, farmers, merchants, artisans, people in
different classes or castes, aristocrats, nobility, Sample questions: “Which societies expanded
the poor, people with religious/spiritual roles) their foreign trade during this period? Who
benefited from such expansion? How were
Sample questions: “What role did eunuchs
different groups within these societies affected
have during the Ming Dynasty? What was
by the expansion of trade? Which societies
the significance of this role? What does their
were relatively isolated from trade with other
increasing power reveal about Chinese society
countries/regions?” “What were the main
during this time?” “What are some ways in
differences between the economies of an imperial
which oppressed or subservient groups in
power and its colonies during this period?”
various societies struggled against their status
or treatment?” B1.4 describe political systems and structures in
various societies during this period and explain
B1.2 describe a variety of developments in science
how they functioned (e.g., with reference to the
and/or technology during this period, and
structures associated with monarchies, tsardoms,
THE WORLD, 1450–1650

assess their impact on different groups in various

shogunates, sultanates, and/or imperial, tribal, or
regions (e.g., with reference to the printing press;
theocratic governments)
the telescope; the popularization of the lateen sail;
the caravel; developments in compasses, cartography, Sample questions: “What structures were in
shipbuilding, armaments, torture devices; the work place to support the rule of a shogun? What
of Galileo, Johannes Kepler, or William Harvey) impact did they have on Japanese politics and
society?”
Sample questions: “What criteria would you
use to determine the most important scientific
395
 B2. Communities, Conflict, and reinforce European social attitudes and beliefs
Cooperation at this time? What consequences, whether
intended or unintended, did his writing and
FOCUS ON: Cause and Consequence; Continuity and similar ideas have for indigenous peoples?”
Change
Grade 12, University Preparation

B2.3 analyse causes and consequences of some

By the end of this course, students will: key social, economic, and/or political conflicts
in various regions of the world during this period
B2.1 explain some key reasons for increasing
(e.g., the intended and unintended consequences
contact between various societies during this
of the rule of imperial powers on local indigenous
period (e.g., increased trade, including along the
peoples; the role of conflict in the decline of the
Silk Road and spice trade routes; advances in
Inca or Aztec Empire; the causes of the conflicts
transportation technologies; exploration, including
between the Mongols and the Chinese, Japan
transoceanic voyages; imperial ambitions and
and Korea, and/or Spain and England, and the
rivalries; warfare), and assess the impact of this
consequences of these conflicts for people in
contact on different peoples (e.g., with reference
these countries)
to the Columbian Exchange, the impact of European
invaders or colonizers on indigenous peoples of the Sample questions: “What was the significance
Americas, the growing wealth of European maritime of the Battle of Lepanto for the Ottoman Empire?”
nations, the African slave trade, the growing number “How did conflict between Spain and Portugal,
of Christian missionaries in Japan) and between some leaders of those two countries
and Jesuit priests in the Americas, affect the
Sample questions: “How did the spice trade
Guarani people in South America? How has
between Asia and Europe contribute to
imperialism and foreign ownership continued
European voyages of discovery during this
to affect the Guarani?” “Why is the Sengoku
period?” “What was the Columbian Exchange?
period in Japan also known as the Warring
What impact did it have on various societies
States period? Why do some people see this as
that participated in it? How would you assess
a time of significant change for Japan?”
its long-term impact?” “What was the triangular
trade in the Atlantic during this period? Who B2.4 describe developments related to warfare
was affected by the trade and in what ways? during this period, and analyse their impact
What role did the transatlantic slave trade play on various societies (e.g., with reference to the
in this system?” increasing use of gunpowder, changes in armour
and fortification styles, new standardized weapons,
B2.2 analyse ways in which predominant social
the adoption of regimental systems and uniforms,
attitudes and beliefs/values were reflected in
the formation of national armies, changes in
interactions within and/or between communities
mortality rates)
during this period (e.g., with reference to beliefs
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and attitudes that underpinned European exploration Sample questions: “What were the reasons for
during this period; the Treaty of Tordesillas and its building stronger fortifications and watch towers
presumption of European superiority over indigenous along the Great Wall of China during this period?
peoples and rights to their land; attempts to convert Were these modifications successful?” “Why
indigenous peoples in the “New World” and under- might the signing of the Royal Charter of 1537
lying assumptions about the value of Christianity by King Henry VII of England be seen as a
and indigenous religious/spiritual practices; African turning point in military history?” “How were
slavery and the idea that some races were superior various wars funded during this period?”
to others)
B2.5 analyse the impact of some key instances of
Sample questions: “What social attitudes and social, economic, and/or political cooperation
beliefs are reflected in the Alhambra Decree in various regions of the world during this
of 1492?” “Who tended to be prosecuted for period (e.g., trade along the Silk Road, cooperation
witchcraft in Europe during this period? Why between colonists and indigenous people, cultural
was this group particularly susceptible to exchange, expansion of trade)
persecution? What does the witch hunt tell
you about social attitudes at the time?” “What Sample questions: “In what ways did the actions
social attitudes and beliefs were reflected in of Abu Akbar show he was willing to cooperate
the use and sale of slaves in different societies with Hindus? Do you think his ideas and actions
during this period?” “In what ways did Hobbes’s were progressive? Why or why not?” “What
ideas about human nature both reflect and role did First Nations play in helping to ensure
the survival of early settlements in New France?”

396
B2.6 analyse the role of religion/spirituality as a B3.3 describe some significant artistic achieve-
force in shaping various communities around ments in various societies around the world

World History since the Fifteenth Century

the world during this period (e.g., with reference during this period (e.g., with reference to painting,
to the Protestant and Catholic Reformations; the sculpture, stained glass, mosaics, illuminated
Spanish Inquisition; the work of Christian mis- manuscripts, masks, Nanga; Ottoman, Mughal,
sionaries; the Edict of Nantes; the expansion of or Ming dynasty architecture; art, architecture,
Islam under the Mughals; marginalization and/or music, and/or literature of the Renaissance or the
expulsion of Jewish communities; the importance of early Baroque period in Europe), and assess their
the Songhai Empire as a centre of Islamic learning; importance for the development of identity
the establishment of the title of Dalai Lama in and/or heritage in those societies
Tibet; the role of religion/spirituality in the art,
Sample questions: “What aspects of Machu
music, and/or architecture of various societies)
Picchu demonstrate classic Incan architecture?
Sample questions: “What changes were there in How does this site reflect the identity and
attitudes towards Christianity in Japan during culture of the Incas?” “What artistic heritage
this period? Why were Christians seen as a inspired the painters and sculptors of the
threat in that country?” “What role did religion Renaissance?” “What was unique about
play in the European Renaissance?” “What Vijayanagara architecture? What did this style
impact did the teachings of John Calvin and/or reveal about the civilization that produced it?”
Martin Luther have on Christian practices in
Europe at this time? What long-term impact B3.4 explain how some significant individuals
did they have?” “What was the significance of from various societies around the world con-
Islamic scholarship for Timbuktu?” tributed to the development of identity and/or
heritage of their society during this period and,
where applicable, to world heritage (e.g., Altan
B3. Identity, Citizenship, and Heritage Khan, Emperor Babur, Samuel de Champlain,
Christopher Columbus, Deganawida [the CHY4U
FOCUS ON: Historical Significance; Cause and
Peacemaker], Elizabeth I, Galileo, Toyotomi
Consequence
Hideyoshi, Isabella of Castile, Ivan the Terrible,
By the end of this course, students will: Leonardo da Vinci, Martin Luther, Francisco
Pizarro, Cardinal Richelieu, William Shakespeare,
B3.1 analyse the impact of some significant new Sonni Ali, Suleiman the Magnificent, Francis
ideas on identity, citizenship, and/or heritage Xavier)
in various societies around the world during Sample questions: “What is the significance of
this period (e.g., with reference to humanism; Qadi Al Aqib’s contribution to world heritage?”
neo-Confucianism; the ideas of Niccolò Machiavelli, “What criteria would you use to evaluate an
René Descartes, Thomas More, or Wang Yangming) individual’s contribution? Did he or she have
Sample questions: “How did the ideas of a lasting or widespread impact, or was it
Descartes or Francis Bacon contribute to the short term and/or limited to his or her own
Scientific Revolution?” “What impact did community?”
humanism have in western Europe during
this period?”

B3.2 analyse how various factors affected the

rights and responsibilities of individuals and/or
groups in various societies during this period
(e.g., with reference to gender, religious beliefs,
social hierarchies, slavery or indenture, existing
social codes such as bushido or chivalry, the publi-
cation of the Malleus Maleficarum, new social or
political ideas, political or religious persecution)
Sample questions: “How important was social
hierarchy in the Aztec Empire during this period?
THE WORLD, 1450–1650

What social attitudes were reflected in the value

this civilization placed on the warrior class?
What roles did women have in Aztec society?”
“What groups were targets of religious
persecution during this period? How did
this persecution affect their lives?”

397
 C. THE WORLD, 1650–1789
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Social, Economic, and Political Context: analyse key social, economic, and political issues, trends,
and/or developments in various regions of the world between 1650 and 1789 (FOCUS ON: Cause and
Consequence; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse interactions between different groups in various
regions of the world from 1650 to 1789 and how various forces/factors affected those interactions
(FOCUS ON: Cause and Consequence; Historical Perspective)
C3. Identity, Citizenship, and Heritage: analyse how political, social, economic, religious, and
cultural ideas and practices in various regions of the world between 1650 and 1789 contributed
to the development of identity, citizenship, and/or heritage (FOCUS ON: Historical Significance;
Historical Perspective)

SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Sample questions: “In what ways was the work
Context of Newton based on previous ideas and findings?
In what ways did it result in significant changes
FOCUS ON: Cause and Consequence; Continuity and to scientific thought? Which of his ideas/findings
Change had the greatest impact on society at this time?
How enduring were these ideas?” “How might
By the end of this course, students will: a family’s quality of life have been affected by
technological advances during this time period?
C1.1 analyse a variety of key social issues, events,
How might the impact have varied, depending
and/or developments during this period, with
on region and/or social class?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

a particular focus on how they were similar to

or different from those in earlier times (e.g., with
C1.3 analyse some of the causes and consequences
reference to population growth and urbanization,
of key economic issues, trends, and/or develop-
beginnings of consumer culture, ideas related to
ments in various regions during this period
the Enlightenment, changes in the roles and status
(e.g., the increase in international trade; the ex-
of women, developments in class/caste structures,
ploitation of colonial resources and its consequences
changes in feudal societies)
for colonies and imperial powers; changes to the
Sample questions: “What challenges were traditional economies of colonized peoples; the
beginning to be levelled at dominant ideas economic and social impact of the transatlantic and
about the roles of women in some societies Arab slave trade; changes in agricultural practices
during this period? Why do you think these and the beginnings of industrialization in Britain)
ideas developed at this time? How were
Sample questions: “What factors led to the
these ideas, and challenges to them, reflected
Dutch being among the preeminent powers in
in various social classes?”
trade, finance, and banking during this period?”
“How did the establishment and growth of the
C1.2 describe a variety of developments in science
Hudson’s Bay Company change the lives of
and/or technology during this period, and
some Aboriginal peoples in North America?”
analyse their impact (e.g., with reference to the
mercury thermometer, the Fahrenheit scale, the
C1.4 explain why political systems in some societies
pendulum clock, navigational tools such as the
changed during this period while those in other
sextant and marine chronometer, the spinning
societies remained the same (e.g., with reference
jenny, the flying shuttle, improvements to the
to new social and political ideas in Enlightenment
steam engine; the work of Isaac Newton, James
Europe and the colonial United States; isolationist
Watt, or Antonie van Leeuwenhoek)
policies and the consolidation of a centralized
398
 government in Japan; the rise of the Marathas C2.3 analyse the impact of the slave trade during
and the resulting decline of the Mughal Empire this period on various societies around the

World History since the Fifteenth Century

in India; the power of entrenched elites in some world (e.g., with reference to the Arab slave trade;
societies; access to the military power necessary the impact of the transatlantic slave trade on
to enforce or challenge the status quo; changes in African societies; the use of slaves in indigenous
social/economic hierarchies in some societies; the societies in North, Central, and/or South America;
influence of religion) slavery in colonial North America and the American
republic; the impact of slave auctions and inherited
Sample questions: “What were some methods
slave status on families)
that were used to maintain or enforce political
order during this period? What were some Sample questions: “What role did the Jesuits
methods by which political change was play in the transatlantic slave trade? What
achieved?” “Why were many political thinkers social attitudes were reflected in the way the
during this time proposing a division between Jesuits treated their slaves?” “What was the
church and state? What impact did such ideas impact of slavery in the Americas? In what
have on political practices in some societies?” ways are the effects of the African slave trade
still felt today?”

C2. Communities, Conflict, and C2.4 analyse key causes and consequences of
Cooperation some economic and/or cultural exchanges
between different countries or regions during
FOCUS ON: Cause and Consequence; Historical
this period (e.g., with reference to trade, technology,
Perspective the impact of new agricultural products, proselyt-
ization, language, the influence of the artistic or
By the end of this course, students will:
cultural production of one society on another)
C2.1 analyse some of the causes and consequences Sample questions: “What influences under-
of key wars and revolutions in different regions of pinned the design and manufacture of bone CHY4U
the world during this period (e.g., the Glorious China in England during this period?” “Why
Revolution, the Revolt of the Three Feudatories, the was Louis XIV intent on having a relationship
Portuguese invasion of Congo, the War of the Spanish with China, the Ottoman Empire, and Persia?
Succession, the Deccan Wars, the American What were some of the intended and unintended
Revolution) consequences of exchanges between these
Sample questions: “What criteria would you use societies?”
to rank the consequences of the Seven Years’
War? Whose perspective does your ranking C2.5 analyse the impact of exploration and
reflect? How might your ranking change if colonization on colonizers and indigenous
you focused on the perspective of the French peoples during this period (e.g., the economic,
government? The British government? Would social, and environmental impact of the exploitation
the ranking change again if you considered the of colonial resources; the threat of assimilation
perspectives of French colonists, British colonists, and loss of traditional culture; economic partner-
and/or First Nations in colonial North America?” ships; loss of land and/or economic control among
colonized people; conversion and loss of traditional
C2.2 analyse interrelationships between specific religious/spiritual practices; resistance to colonial
groups in various societies around the world incursions; war, including civil war; death from new
during this period (e.g., between slaves and masters, diseases; the impact of racism and discrimination)
serfs and lords, apprentices and employers, monarchs Sample questions: “How did colonies benefit
and subjects, colonizers and colonized peoples, imperial powers? Did these benefits extend
soldiers and commanders, patriarchs and their to colonized peoples? If not, why not?” “How
family, nobility and royalty, daimyos and shoguns, was the establishment of the Métis nation
mandarins and local populations, different classes related to the exploration and colonization
or castes) of North America?” “In what ways do people
Sample questions: “Why is it important to today continue to be affected by colonial policies
understand the historical context of the time or practices dating from this period?”
THE WORLD, 1650–1789

and region when analysing the relationships

that existed between castes in India?” “What
roles did the husband, wife, and children have
in families in different societies during this
period? How did laws and social traditions
reinforce these roles and interrelations between
family members?”

399
 C3. Identity, Citizenship, and Heritage C3.3 explain how artistic achievements in different
societies during this period reflected or chal-
FOCUS ON: Historical Significance; Historical lenged notions of identity, citizenship, and/or
Perspective heritage in those societies (e.g., with reference
Grade 12, University Preparation

to painting, prints and etching, sculpture, music,

By the end of this course, students will: literature, theatre, or crafts)
C3.1 analyse the impact of some significant polit- Sample questions: “Why is the Siku Quanshu
ical, social, and/or economic ideas or doctrines considered such an important collection of
on identity, citizenship, and/or heritage in books, not just for China but for the world?”
various regions during this period (e.g., with “Why was satire an important tool for some
reference to rationalism, liberalism, the separation European writers during this period?” “What
of church and state, the social contract, dynastic was the significance of Kabuki theatre for
absolutism, divine right of kings, mercantilism, Japanese heritage?” “What are some ways
or isolationism; the ideas of Voltaire, John Locke, in which theatre, literature, and/or art both
Jean-Jacques Rousseau, Benjamin Franklin, Adam reflected and influenced the political climate
Smith, Ishida Baigan, or Andō Shōeki) during this period? How were theatre, literature,
and/or art used to reinforce common values?
Sample questions: “What impact did the Samurai
How were they used to resist or challenge
code have on Japanese society during the
dominant values/beliefs?”
Tokugawa shogunate?” “Why were some new
political ideas unpopular among established
C3.4 assess the contribution of some key political
elites during this era? What consequences did
figures from different regions of the world to
some writers face for criticizing the political
the development of identity, citizenship, and/or
establishment?” “How did the creation of the
heritage in their societies (e.g., Catherine the Great,
United States both challenge and reinforce
Frederick the Great, Thomas Jefferson, Louis XIV,
dominant ideas about the rights of citizens?”
Marie Antoinette, Tokugawa Iemitsu, Empress
“What impact, whether intended or unintended,
Dowager Xiaozhuang)
did the writings of Locke and Rousseau have
on attitudes towards indigenous peoples of Sample questions: “How significant was Peter
the Americas?” the Great’s westernization program for Russian
heritage?” “What role did First Nations chiefs
C3.2 analyse the role of religion/spirituality in play in the conflicts that occurred in North
various societies during this period, including America during this time? What impact did
how religion contributed to their identity and this have on North American heritage?”
heritage (e.g., with reference to indigenous animist
religions and people’s relationship with the
environment; conflicts between Islam and Hinduism
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

in South Asia; the blending of ideas and beliefs

of Shinto and Buddhism in Japan; interactions
between Islam and traditional religions in West
Africa; the First Great Awakening in Protestant
Europe and colonial North America; Catholic
missionaries throughout the world; new sects such
as Hasidism or the Quakers; the role of religion/
spirituality in the art, architecture, music, and/or
literature of various societies)
Sample questions: “What impact did religion
have on government policies in some societies
during this period?” “What are some of the
major differences in the role of religion in politics
and society between this time period and the
present day? What examples support your
ideas? Are there different patterns in different
regions of the world?” “What is the significance
of the diaries of Gluckel of Hameln? What do
they contribute to our understanding of the
lives of Jews in Germany during this time? How
typical would Gluckel’s experience have been?”

400
D. THE WORLD, 1789–1900

World History since the Fifteenth Century

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Social, Economic, and Political Context: analyse the impact of key social, economic, and political
issues, trends, and/or developments in various regions of the world between 1789 and 1900
(FOCUS ON: Historical Significance; Cause and Consequence)
D2. Communities, Conflict, and Cooperation: assess how war, revolution, reform, and other forces
affected societies in various regions of the world between 1789 and 1900 (FOCUS ON: Historical
Significance; Continuity and Change)
D3. Identity, Citizenship, and Heritage: analyse how new ideas and other cultural, social, and political
developments affected the development of identity, citizenship, and/or heritage in societies in
various regions of the world between 1789 and 1900 (FOCUS ON: Continuity and Change; Historical
Perspective)

SPECIFIC EXPECTATIONS
CHY4U
D1. Social, Economic, and Political Species; architectural or engineering achievements
Context such as the Crystal Palace, the Eiffel Tower, or the
Suez Canal)
FOCUS ON: Historical Significance; Cause and
Consequence Sample questions: “What were some key medical
developments during this period? Who did
By the end of this course, students will: they affect? Why were they important?” “How
did some technological developments change
D1.1 explain some of the causes and consequences the way many people worked during this
of key social developments and/or trends in period?” “What impact did the discovery
various regions during this period (e.g., with that disease could be spread by water have
reference to industrialization, urbanization, immi- on waste-treatment technologies? What impact
gration, diaspora populations, famine, slavery, did these developments have on people’s lives?
families, the employment of women and children How did the impact vary by region and/or
in factories, new social or scientific thought) social class?”
Sample questions: “Why did urbanization
D1.3 analyse key economic events, issues, and/or
increase during this period? What were its
developments in various regions during this
social and/or environmental consequences?
period, with a particular focus on the Industrial
What was life like for different classes in an
Revolution, and assess their impact (e.g., with
industrial town?” “What were the short- and
reference to the rise of capitalism and laissez-faire
long-term effects of the Irish famine?”
economics, particularly in the West; the growth of
the middle class in industrializing countries; the
D1.2 describe a variety of developments/achieve-
formation of trade unions and/or cooperatives in
ments in science and/or technology during
response to working conditions in factories; changes
this period, and assess their impact on various
in trade patterns; economic exploitation of colonies;
societies (e.g., with reference to vaccinations for
economic protectionism and reciprocity)
THE WORLD, 1789–1900

smallpox and other diseases, pasteurization, the

stethoscope, still and motion cameras, the telegraph, Sample questions: “What were some of the
the Braille writing system, the cotton gin, the sewing intended and unintended consequences of the
machine, the typewriter, dynamite, the steam- Industrial Revolution?” “Why did some countries
powered rotary engine, the diesel-fuelled combustion industrialize during this period while others
engine; the publication of Darwin’s The Origin of did not?” “What effects did the growing demand

401
 for cotton for new textile factories in England Boshin War, the Franco-Prussian War, the Russo-
have on slavery in the American South?” “What Turkish War, the Anglo-Zulu Wars, the Boer Wars)
were working conditions like in nineteenth- Sample questions: “To what extent was the First
century factories?” “What factors led to the Sino-Japanese War a turning point in the rela-
emergence of consumer protection laws?”
Grade 12, University Preparation

tionship between Japan and China? What were

some of the foreign responses to this war?”
D1.4 analyse key political events, issues, and/or
“What impact did the War of the Pacific have
developments in various regions during this
on Chilean, Peruvian, and Bolivian society?”
period, and assess their impact (e.g., with reference
to revolutionary and imperial governments in France; D2.3 assess the impact of reform movements in
the Congress of Vienna; the Berlin Conference; the various countries or regions during this period
Treaty of Nanking; the Treaty of Kanagawa; the (e.g., labour, abolitionist, suffrage, women’s rights,
Continental System; the unification of Germany socialist, or nationalist movements; movements
and Italy; the emancipation of the serfs in Russia advocating public education, child welfare, or
and slaves in several European empires as well as prison reform)
the United States; land reform, such as enclosure
laws in Britain or land tax reform in Japan; European Sample questions: “Why do you think the
imperial expansion in Africa and Asia) nineteenth century was a period of education
reform in the West? What were some changes
Sample questions: “What was the ‘Scramble that resulted from this movement? What impact
for Africa’? What factors contributed to the did the movement have on educational reform
expansion of European colonies in Africa during in India and Japan?” “Why did unions develop
this period? What criteria might you use to rank during this period? Where were they most
the consequences of this development for Africa active?” “What was the significance of the
and Africans?” “What impact did the enclosure Freedom and People’s Rights Movement
movement have on poor people in rural Great in Japan?”
Britain?”
D2.4 analyse key issues and/or developments
relating to religion in various societies during
D2. Communities, Conflict, and
this period, with a focus on whether religion was
Cooperation a force for unity or division (e.g., with reference
FOCUS ON: Historical Significance; Continuity and to the relationships and conflicts that emerged
Change between Hinduism, Islam, and Christianity in
India; Christian missionaries and Zulus in South
By the end of this course, students will: Africa; Catholicism in South America; the division
created by the government between Shinto and
D2.1 assess the impact of significant revolutions Buddhism in Japan; revivalism and the growth
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and rebellions on various societies during this of Protestant denominations in the United States)
period (e.g., the French Revolution, the White Lotus
Rebellion, the July Revolution, the Rebellions in Sample questions: “What were some religious
Upper and Lower Canada, revolutions in Europe in conflicts dating from this period? Do any of
1848, the Satsuma Rebellion, the Taiping Rebellion, them persist in the present day?” “What does
the Haitian Revolution, the Indian Rebellion of 1857, your investigation reveal about why religion
the secession of the Confederacy in the United can create tensions between different cultures
States, the North-West Rebellion) and groups?”

Sample questions: “What changes arose as a D2.5 analyse gender roles and relations in various
result of the French Revolution? Why was the societies during this period, with a particular
First Republic short lived? To what extent did focus on how traditional gender relations were
France return to pre-revolutionary social and/ challenged or reinforced in these societies (e.g.,
or political practices under Napoleon?” “How with reference to ideas of Mary Wollstonecraft,
important was resistance to colonialism as a Olympe de Gouges, Maria Eugenia Echenique,
factor in rebellions in different parts of the Elizabeth Cady Stanton, or Sojourner Truth; the
world during this period?” women’s suffrage movement; the role of upper-class
women in salons; women in the labour force; legal
D2.2 assess the impact of war in various countries and social restrictions on women and challenges to
and/or regions during this period (e.g., the these restrictions; views such as separate spheres,
Xhosa War, the Napoleonic Wars, the War of 1812, ryosai kenbo)
the Greek War of Independence, the Opium Wars,
the Crimean War, the American Civil War, the Sample questions: “What were some of the main
legal restrictions on women in most regions

402
 during this period? What impact did they have receiving countries; the immigration of Chinese
on the lives of women?” “When and where did men to work on railways in North America, of

World History since the Fifteenth Century

the earliest women’s rights movements develop? South Asians as indentured labourers in East and
What were their goals? How successful were South Africa, of famine Irish to England and North
they in achieving these goals?” “What role America; the forced migration of slaves) and the
did religion play in challenging or reinforcing significance of immigration for identity, citizen-
women’s roles in different societies during ship, and/or heritage
this period?” Sample questions: “What are some factors that
contributed to people’s decisions to emigrate
D3. Identity, Citizenship, and Heritage during this period?” “What countries were
the primary destinations of immigrants in the
FOCUS ON: Continuity and Change; Historical nineteenth century? What impact did the flow
Perspective of immigrants have on indigenous peoples
in these countries? On the heritage of these
By the end of this course, students will: countries? What are some ways in which this
heritage is still evident today?” “What develop-
D3.1 assess the impact of new social, economic, ments during this time account for the large
and/or political ideas on various societies during Indian population in some regions of Africa?”
this period (e.g., with reference to the ideas of
Mikhail Bakunin, Karl von Clausewitz, Frederick D3.4 analyse how various factors influenced
Douglass, Thomas Malthus, Karl Marx, John Muir, artistic expression in different countries during
Herbert Spencer, Harriet Taylor and John Stuart this period (e.g., with reference to music, literature,
Mill, Henry David Thoreau; the Five Charter Oath; painting, architecture, theatre, fashion)
Romanticism, Darwinism, liberalism, communism,
anarchism) Sample questions: “What is the political context
of Tchaikovsky’s 1812 Overture? How does this
Sample questions: “What was the basis for social work, or that of other Russian composers at this CHY4U
Darwinism? How did these ideas support time, reflect Russian nationalism?” “What was
imperialist expansion in specific regions of the the relationship between the Romantic movement
world?” “What were some of the long-term in Western music and literature and social and
effects of Marx’s ideas?” “What were the ideas political changes occurring at this time?” “What
behind anarchist movements during this period? impact did Shibata Zeshin or Katsushika Hokusai
What tactics did anarchists use? Do you see any have on Japanese painting?” “Why was this an
similarities between these tactics and those used important period in Indian music?” “What role
by some groups today?” did the writer Émile Zola have in the Dreyfus
case in France?”
D3.2 analyse how nationalism affected identity,
citizenship, and/or heritage in various regions D3.5 explain the role of some key political figures
during this period (e.g., with reference to the in various societies during this period, and
Italian Risorgimento; the unification of Germany; assess their contribution to the development
independence struggles in Cuba and the Philippines; of identity, citizenship, and/or heritage in those
the independence of Greece and Serbia from the societies (e.g., Muhammad Ahmad, Abd al-Hamid,
Ottoman Empire; Chinese nationalism and the Otto von Bismarck, Napoleon Bonaparte, Empress
question of who belongs to the Chinese nation; the Dowager Cixi, Giuseppe Garibaldi, Toussaint
Indian National Congress and the idea of Swaraj L’Ouverture, Louis Riel, Emperor Meiji, Robespierre,
or self-rule; Pan-Slavism in Russia; the Zionist Raja Ram Mohan Roy, Maharaja Ranjit Singh,
movement) Tecumseh, Queen Victoria)
Sample questions: “What was the relationship Sample questions: “What criteria would you
between nationalist movements and citizenship use to assess the contributions of Abraham
at this time?” “What are some ways in which Lincoln to citizenship and heritage in the
nationalism from this period continues to have United States? Why would Americans in the
an impact on the world today?” North and slaves in the South likely have had
a different view of his accomplishments than
THE WORLD, 1789–1900

D3.3 analyse key trends in global immigration white Southerners would have had?”
during this period (e.g., sources and destinations
of immigrants; types of immigrants preferred by

403
 E. THE WORLD SINCE 1900
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Social, Economic, and Political Context: analyse the significance of various social, economic, and
political policies, developments, and ideas in various regions of the world since 1900 (FOCUS ON:
Historical Significance; Cause and Consequence)
E2. Communities, Conflict, and Cooperation: analyse interactions between various groups since 1900
and how key individuals and social, economic, and political forces have affected those interactions
(FOCUS ON: Cause and Consequence; Historical Perspective)
E3. Identity, Citizenship, and Heritage: analyse the development of the rights, identity, and heritage of
different groups around the world since 1900 (FOCUS ON: Continuity and Change; Historical Perspective)

SPECIFIC EXPECTATIONS
E1. Social, Economic, and Political infant mortality rates and increased life expectancy,
Context increased number of wartime casualties, changes
in the workplace and in recreation, changes in
FOCUS ON: Historical Significance; Cause and agricultural practices,“cashless” societies, digital
Consequence fraud, challenges to privacy)

By the end of this course, students will: Sample questions: “How has technology changed
the nature of work in the past century? “What
E1.1 analyse the impact of some key social trends impact have video games had on many young
and/or developments in various regions of the people’s entertainment activities? In what ways
world during this period (e.g., with reference to have video games and other digital technologies
urbanization; immigration and refugees; changes changed society and social interactions? What
in social mores, in the treatment of children, elders, are some other technological developments of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and/or people with physical or mental disabilities, the twentieth century that changed the ways in
in the role of religion, in recreation, or in crime and which people spent their leisure time?”
punishment; labour, eugenics, peace, civil rights,
feminist, Aboriginal, or environmental movements) E1.3 describe dominant economic systems and
some key economic policies in various regions
Sample questions: “What have been the intended during this period (e.g., traditional, market,
and/or unintended consequences of the rise of command, mixed systems; laissez-faire and state-
the suburbs in different regions of the world? regulated capitalism; collectivist, fascist, socialist,
What criteria would you use to rank the various communist, Keynesian policies; economic protec-
consequences of suburban development?” “What tionism and free trade; sustainable development
have been the most significant social movements strategies), and analyse the interrelationship
in different regions during this period? What between economic systems and political
impact have they had?” orientation

E1.2 describe a variety of developments in science Sample questions: “What were some similarities
and/or technology during this period (e.g., in economic policies in communist and socialist
developments in household appliances, motion countries during this period? What were the
pictures, radio and television, automobiles, airplanes, main differences? How would you account for
satellites and space travel technologies, computers the differences?” “Which regions of the world
and cellular technologies, reproductive technologies, continued to have traditional economies in this
medicine or biotechnology, mechanization or period?” “Which economic systems have been
robotics, weapons, renewable energy), and assess dominant during this period? Which have
their impact (e.g., increased mobility, decreased been in decline?” “What relationship do you

404
 see between the political orientation of govern- bombs on Hiroshima and Nagasaki or the use of
ments and their willingness to regulate or Agent Orange in Vietnam; civilian casualties from

World History since the Fifteenth Century

deregulate the economy during this period?” landmines; refugee crises; increasing mortality
rates; the creation of the International War Crimes
E1.4 describe forms of government in various Tribunal)
countries during this period (e.g., democracy,
Sample questions: “If an atomic bomb had not
theocracy, monarchy, autocracy, dictatorship,
been dropped on Hiroshima, do you think
military junta), and explain the political beliefs
World War II would have ended in the same
and/or ideologies that underpinned them
way? Do you think the arms race would still
(e.g., anarchism, conservatism, fascism, Nazism,
have occurred?” “What role have chemical
Marxist-Leninism, Maoism, nationalism,
weapons played in conflicts during this period?”
neoliberalism, secularism)
“What role have child soldiers played during
Sample questions: “Which political philosophies this period?”
dominated the twentieth century? What types
of government did they inspire?” “What political E2.3 explain how the actions of some significant
ideas most influenced the Young Turks? What individuals and groups contributed to conflicts
impact did this group have on the government within and between various countries during
of the Ottoman Empire and Turkey?” “If Nazi this period (e.g., with reference to Idi Amin, Fidel
and Marxist-Leninist regimes during this period Castro, Francisco Franco, Emperor Hirohito, Adolf
were at opposite ends of the political spectrum, Hitler, Ho Chi Minh, Leopold II, Mao Tse-Tung,
how might you account for similarities between Augusto Pinochet, Pol Pot, Saddam Hussein,
them?” Joseph Stalin; Al-Qaeda, the Central Intelligence
Agency, the Irish Republican Army, or the Lord’s
Resistance Army)
E2. Communities, Conflict, and
Sample questions: “What were the main differ-
Cooperation CHY4U
ences in the ways in which early Soviet leaders
FOCUS ON: Cause and Consequence; Historical interpreted Marxism? How were the ideas of
Perspective Lenin and Trotsky different from those of Stalin?
How did this lead to conflict within the Soviet
By the end of this course, students will: Union? What were the consequences of
Stalinism?” “Why was Margaret Thatcher
E2.1 explain the main causes and consequences of a divisive force in British society?”
some major global and regional conflicts during
this period (e.g., the Russian Revolution; World E2.4 analyse some significant interactions between
War I; World War II; conflicts associated with the diverse groups during this period, including
Cold War in Europe, Asia, and/or Latin America; those characterized by violence and/or depriva-
the Six Day War; civil war in Spain, China, Congo, tion of rights as well as those characterized by
Algeria, Cambodia, Sri Lanka, or Sudan; the Gulf cooperation (e.g., with reference to segregation in
Wars; the War on Terror) the American South; apartheid in South Africa;
Sample questions: “What were the causes of residential school systems; the Holocaust, the
conflict in Vietnam in the 1950s? Why was France Holodomor, and/or the Armenian, Rwandan, or
initially involved in this conflict? Why did the Srebrenican genocides; political repression in
United States choose to enter the war? What were Chile, El Salvador, Iran, or Zimbabwe; forced
the consequences of that decision for Vietnam labour in Soviet gulags, Nazi concentration camps,
and for the United States?” “What criteria or Chinese “re-education camps”; cooperation
would you use to decide which of the Gulf through international courts of justice, the United
Wars had the greatest impact on the world?” Nations, foreign aid)
Sample questions: “What were the causes of the
E2.2 describe significant developments relating to demonstrations in Tiananmen Square? What
warfare during this period (e.g., new weapons was the response of the Chinese government?
such as machine guns, tanks, submarines, bombers, What were its consequences?” “What are some
atomic bombs, nuclear missiles, drones, landmines; countries that have established truth and recon-
THE WORLD SINCE 1900

chemical warfare; genocide; war crimes; the role of ciliations commissions? Why did they establish
UN and other international peacekeeping forces), these commissions? Do you think they were
and assess their consequences (e.g., the short- successful? Why or why not?”
and long-term impact of the dropping of atomic

405
 E2.5 analyse some significant developments E3.2 analyse the goals, methods, and accomplish-
related to colonization, decolonization, and ments of various significant individuals and
globalization during this period, including groups who have contributed to the evolution
their impact on different groups in various of human rights in different regions during this
regions of the world (e.g., with reference to period (e.g., Isabel Allende, Chen Duxiu, Mohandas
Grade 12, University Preparation

continuing imperial interests in Africa and Asia; Gandhi, Václav Havel, Hu Jia, Jomo Kenyatta,
atrocities in the Belgian Congo; colonies’ struggles Martin Luther King Jr., Stephen Lewis, Sylvia
for political independence; the decline of the Pankhurst, Queen Raina of Jordan, Oscar Romero,
Austro-Hungarian, Ottoman, and/or British Eleanor Roosevelt, Aung San Suu Kyi, or Desmond
Empires; multinational corporations and foreign Tutu; Amnesty International, the International
investment; economic and cultural imperialism; Criminal Court, the International Red Cross / Red
the World Bank and International Monetary Fund; Crescent Societies, or the United Nations)
international peacekeeping; the United Nations
Sample questions: “What events led to the
Declaration on the Rights of Indigenous Peoples;
formation of the Mothers of the Plaza de Mayo?
the Kyoto Protocol; the global village; cultural
What were its goals? What contribution has the
exchange; genocide, civil war, and ethnic cleansing)
group made to human rights in Argentina?”
Sample questions: “What are some challenges “What were some common elements in the
associated with decolonization in Africa since strategies/methods used by Gandhi and
the mid-twentieth century?” “What role have Martin Luther King to try to achieve their
multinational corporations played in the goals?” “What concept or concepts of historical
economies of Central American nations during thinking might help you account for changing
this period? Who has benefited from the practices perceptions of Nelson Mandela, from ‘terrorist’
of these corporations? Who has not?” “What to elder statesman?”
responsibility do you think colonizing nations
have for the consequences of their actions? E3.3 analyse the extent to which the social,
Do you think former colonies should be political, and/or economic roles and status
compensated for the impact of historical of women have changed in various countries
colonial policies? If so, how should they or regions during this period (e.g., with reference
be compensated?” to the family, including birth rates, domestic work,
access to birth control or abortion; the labour force,
including equal pay for equal work, employment
E3. Identity, Citizenship, and Heritage in sweatshops or maquiladoras; politics, including
FOCUS ON: Continuity and Change; Historical the right to vote, representation in governing bodies;
violence against women, such as rape, domestic
Perspective
violence, female infanticide, female genital mutila-
By the end of this course, students will: tion; access to education; the role of and attitudes
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

towards women in religious institutions)

E3.1 explain how change and continuity in Sample questions: “When you compare the
national boundaries during this period has lives of women in some Western countries at
contributed to the development of identity, the beginning and end of this period, what are
citizenship, and/or heritage (e.g., changes arising the most significant changes you see? Are there
from the decline of the Ottoman Empire, the partition any issues that have continued to exist through-
of India, the creation of Israel, the creation and/or out this period?” “When you consider changes
dismantling of Yugoslavia or the Soviet Union, the in the roles or status of women during this
division and/or reunification of Germany or Vietnam, period, why is it important to consider non-
the division of Korea, the impact of old colonial Western women as well as minority women in
borders in postcolonial Africa) the West? Why might the experiences of these
Sample questions: “Why might it be useful to groups be distinct?” “What types of economic
apply the concept of continuity and change disparities have existed between different
when investigating China’s relationship with groups of women during this period? How
Tibet, Taiwan, and Hong Kong during this would you account for these disparities?”
period? How has the extension of China’s
authority affected the development of identity, E3.4 analyse the significance of some key cultural
citizenship, and/or heritage in these regions?” trends and developments during this period
(e.g., developments in music such as jazz, rock ’n’ roll,

406
ska; developments in cinema, including Hollywood
and Bollywood films and the work of influential

World History since the Fifteenth Century

filmmakers from various cultures; changes in fashion;
developments in literature; new schools of art;
manga and anime; indigenous arts and crafts; the
dominance of American culture; the impact of
censorship and political repression)
Sample questions: “In what ways has globaliza-
tion during this period contributed to cultural
homogeneity? What are some ways in which
societies have sought to protect their culture?
Have these policies been successful? Do you
think they will be successful in the future?”
“Why is the work of artist Ai Wei Wei banned
in China?”

CHY4U

THE WORLD SINCE 1900

407
World History since the
Fifteenth Century, Grade 12
College Preparation CHY4C

This course explores key developments and events in world history since approximately
1450, with a focus on interactions within and between various regions. Students will examine
social, economic, and political developments and how they have affected different peoples.
Students will extend their ability to apply the concepts of historical thinking and the
historical inquiry process, including the interpretation and analysis of evidence, when
investigating key turning points in world history and historical forces that have shaped
our world.

Prerequisite: Any university, university/college, or college preparation course in Canadian

and world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history since the fifteenth century

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful
(continued)

409
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, College Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. The World, 1450–1650

B1. Social, Economic, and Political Context: analyse Various social, political, How do we know what
key aspects of social, economic, and political systems in and economic changes we know about the
some societies in different regions of the world between during this time had a people who lived during
1450 and 1650 (FOCUS ON: Historical Significance; Historical lasting impact on different this time?
Perspective) societies.
What does the art and
B2. Communities, Conflict, and Cooperation: analyse The development of new architecture of different
how various factors affected interactions between trade and political societies tell us about
groups in different regions of the world from 1450 to relationships had an values and beliefs in these
1650 and how these interactions affected people’s lives impact on the lives of societies?
(FOCUS ON: Cause and Consequence; Historical Perspective) people around the world.
How did trade and
B3. Identity, Citizenship, and Heritage: explain how Different societies had technologies contribute
some social, cultural, and political institutions and distinct social codes and to change during this
achievements contributed to the development of cultures that shaped the period?
identity, citizenship, and/or heritage in different lives of people in those
societies between 1450 and 1650 (FOCUS ON: Cause societies.
and Consequence; Continuity and Change)

C. The World, 1650–1789

C1. Social, Economic, and Political Context: analyse Increased trade and How did science contribute
the impact of some key social, economic, and political colonization during this to change during this
developments in different regions of the world between period helped change period?
1650 and 1789 (FOCUS ON: Historical Significance; demographic patterns.
What were the short- and
Continuity and Change)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

long-term consequences
C2. Communities, Conflict, and Cooperation: analyse The building of commercial of exploration and empire
various types of interactions between different groups and political empires had building for indigenous
from 1650 to 1789 and some forces that affected these an impact on relationships peoples around the world?
interactions (FOCUS ON: Cause and Consequence; within and between
Historical Perspective) various countries. How did colonial policies
help shape events and
C3. Identity, Citizenship, and Heritage: explain how Religion, art, and developments around the
some political, cultural, and religious developments architecture had an world at this time? How
contributed to identity, citizenship, and/or heritage in impact on the identity of do they continue to play
different regions of the world between 1650 and 1789 countries and empires a role in the world today?
(FOCUS ON: Historical Significance) around the world.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

410
 World History since the Fifteenth Century
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

D. The World, 1789–1900

D1. Social, Economic, and Political Context: explain Industrialization and How did the Industrial
the impact of some key social, economic, and political urbanization had intended Revolution contribute to
developments in different regions between 1789 and and unintended change around the world?
1900, with a particular emphasis on the Industrial consequences.
How did colonized
Revolution (FOCUS ON: Historical Significance; Cause
peoples respond to
and Consequence)
colonial policies?
D2. Community, Conflict, and Cooperation: explain War, revolution, and
how war, revolution, reform, and other forces affected reform movements What lay behind the
societies in different regions of the world between around the world caused formation of various
1789 and 1900 (FOCUS ON: Cause and Consequence; social change during this reform movements
Continuity and Change) period. around the world during
this period?
D3. Identity, Citizenship, and Heritage: explain how Revolutionary and
nationalism, immigration, and the contributions of some nationalist ideas were What was the impact of
nationalism during this CHY4C
key political and cultural figures affected the widespread during this
development of identity, citizenship, and/or heritage in period. period?
different regions of the world between 1789 and 1900
(FOCUS ON: Historical Significance; Historical Perspective)

E. The World since 1900

E1. Social, Economic, and Political Context: analyse key Globalization and How do we deal with
aspects of dominant social, economic, and political decolonization during this competing rights?
systems in different regions of the world since 1900 period has had social,
Why might some people
(FOCUS ON: Historical Significance; Cause and Consequence) economic, and political
and countries fear and/or
ramifications.
resist globalization?
E2. Communities, Conflict, and Cooperation: describe This period has been
interactions between various groups since 1900, and marked by military Is national identity
explain how key individuals and some social, economic, conflict and serious important? Do you feel
and political forces have affected those interactions human rights violations. more connected to a
(FOCUS ON: Cause and Consequence; Historical Perspective) national identity or a
global identity?
E3. Identity, Citizenship, and Heritage: analyse some Global influence has had,
key changes in and contributions to identity, citizenship, and is having, an impact Does nationalism tend to
and heritage in different regions of the world since 1900 on national and personal threaten or strengthen
(FOCUS ON: Historical Significance; Continuity and Change) identity. human rights?
OVERVIEW

411
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 12, College Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating aspects of world history since the fifteenth century;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry Sample questions: “What problems might be
associated with using anonymous websites as
Throughout this course, students will: historical sources? Why would it be important
to verify any information obtained from such
A1.1 formulate different types of questions to a source? How might you do so?”
guide investigations into issues, events, and/or
developments in world history since the fifteenth A1.4 interpret and analyse evidence and informa-
century (e.g., factual questions: What was the tion relevant to their investigations, using various
Reign of Terror?; comparative questions: What tools, strategies, and approaches appropriate
were the main similarities and differences between for historical inquiry (e.g., use ranking ladders
the feudal systems in Europe and Japan?; causal to help them assess the significance of different
questions: What impact did the Industrial historical events from the same period; use a timeline
Revolution have on class structure in the to illustrate milestones in Napoleon’s rise to power;
nineteenth century?) use a cause and effect organizer to help them sort
the causes and consequences of World War I)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant evidence and

information on aspects of world history since A1.5 use the concepts of historical thinking (i.e.,
the fifteenth century from a variety of primary historical significance, cause and consequence,
and secondary sources (e.g., primary: architecture, continuity and change, and historical perspective)
art works, autobiographies, letters, maps, period when analysing, evaluating evidence about, and
newspapers, photographs, political cartoons, songs, formulating conclusions and/or judgements
speeches, treaties; secondary: books and/or articles regarding historical issues, events, and/or
from the library, documentaries or other films, developments in world history since the fifteenth
current newspapers or magazines, textbooks, century (e.g., use the concept of historical signifi-
websites), ensuring that their sources reflect cance to help them analyse the impact of the Spanish
a range of perspectives Conquest on Latin America; use the concept of
Sample questions: “What can religious art cause and consequence when investigating the
and architecture tell you about the role and intended and unintended effects of European
importance of religion in a society?” “How can colonialism in nineteenth-century Africa; consider
you ensure that your sources reflect more than the concept of continuity and change when investi-
one perspective?” gating the evolution of the labour movement in the
nineteenth and twentieth century; apply the concept
A1.3 assess the credibility of sources and informa- of historical perspective to ensure that they consider
tion relevant to their investigations (e.g., by various viewpoints when investigating the Cold War)
considering the perspective, bias, accuracy, purpose, Sample questions: “Which concept or concepts
and context of the source and the values and expertise of historical thinking might be most applicable
of its author) if you were analysing the short- and long-term

412
 impact of European colonialism on two or more A2. Developing Transferable Skills
regions? Why do you think these concepts would

World History since the Fifteenth Century

be particularly appropriate in this context?” Throughout this course, students will:
“Why is it important to take the concept of
A2.1 describe ways in which historical investigation
historical perspective into account when
can help them develop skills, including the
analysing how people thought and acted in
essential skills in the Ontario Skills Passport (e.g.,
a particular time and region?”
skills related to reading text, writing, document
A1.6 evaluate and synthesize their findings to use, computer use, oral communication, numeracy),
formulate conclusions and/or make informed that can be transferred to postsecondary oppor-
judgements or predictions about the issues, tunities, the world of work, and everyday life
events, and/or developments they are
A2.2 apply in everyday contexts skills and work
investigating
habits developed through historical investigation
Sample questions: “Given your analysis of (e.g., use skills to help them determine whether an
key economic developments of the past several article is using credible sources, to participate in
decades, which country do you think will be the informed discussions, to determine the accuracy
dominant economic power of the twenty-first of the historical setting of a movie or video game;
century? Why?” “What similarities and apply work habits such as collaboration in order
differences did you find between nationalist to effectively share information and resources
movements in India and Ireland? How would to complete a task, or organization to help them
you account for the differences?” establish priorities and manage their time both
in class and while doing work at home)
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.3 apply the knowledge and skills developed
as appropriate for the audience and purpose in the study of world history since the fifteenth
(e.g., a debate about the fairness of the Treaty of century when analysing current social, economic, CHY4C
Versailles; a presentation on changes in fashion and/or political issues, in order to enhance their
over the centuries; a classroom discussion about understanding of these events and their role as
genocide and ethical issues facing countries that informed citizens
have been responsible for genocide; a “heritage
Sample questions: “Why might learning about
minute” video on a leader in the women’s rights
the history of colonialism help you understand
movement in the nineteenth or twentieth century; a
some of the political issues in Africa today?”
two-point perspective poem or song from the point
“What are the historical roots of some current
of view of children working in a nineteenth-century
issues arising from foreign ownership?”
factory and their bosses; a blog about the historical
accuracy of a film portraying the relationship
A2.4 identify some careers in which the skills
between missionaries and indigenous people)
learned in history might be useful (e.g., curator,
filmmaker, game designer, graphic novelist, historical
A1.8 use accepted forms of documentation
re-enactor, legal assistant, politician, tour guide)
(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to reference
different types of sources (e.g., archival sources,
articles, art works, blogs, books, films or videos,
oral evidence, websites)

A1.9 use appropriate terminology when com- HISTORICAL INQUIRY AND SKILL DEVELOPMENT
municating the results of their investigations
(e.g., vocabulary specific to their inquiry topics;
terminology related to history and the concepts
of historical thinking)

413
 B. THE WORLD, 1450–1650
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Social, Economic, and Political Context: analyse key aspects of social, economic, and political
systems in some societies in different regions of the world between 1450 and 1650 (FOCUS ON:
Historical Significance; Historical Perspective)
B2. Communities, Conflict, and Cooperation: analyse how various factors affected interactions
between groups in different regions of the world from 1450 to 1650 and how these interactions
affected people’s lives (FOCUS ON: Cause and Consequence; Historical Perspective)
B3. Identity, Citizenship, and Heritage: explain how some social, cultural, and political institutions
and achievements contributed to the development of identity, citizenship, and/or heritage in
different societies between 1450 and 1650 (FOCUS ON: Cause and Consequence; Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Social, Economic, and Political there some developments that you think are
Context more significant now than they seemed to be
at the time?”
FOCUS ON: Historical Significance; Historical
Perspective B1.3 describe key aspects of economic systems in
some societies in different regions during this
By the end of this course, students will: period (e.g., feudal, capitalist, or mercantile systems;
the economies of colonies and imperial powers),
B1.1 describe the roles of various groups in some
and analyse their impact on people’s lives
societies in different regions of the world during
(e.g., with respect to the lives of people working
this period (e.g., women, men, children, serfs,
on a feudal manor, indigenous people harvesting
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

slaves, farmers, merchants, artisans, mandarins,

natural resources for an imperial power, merchants
aristocrats, people in religious orders or who had
engaged in international trade, small artisanal
spiritual roles), and explain how these roles
producers)
affected people’s daily lives and contributed
to the functioning of these societies Sample questions: “How did the rise of
mercantilism and the resulting increase in
Sample questions: “What was life like for a
international trade affect the lives of people
farm family during this period? What were
in different societies? How did shifts in trade
their living conditions? What was their diet?
affect different groups within this particular
What was the division of labour? How did they
society? Who benefited the most from an
market their surplus, if any? Were the lives of
increase in foreign trade?” “What criteria would
farm families the same in all societies?”
you use to rank the impact of the growth of the
merchant class during this period?” “What was
B1.2 describe some significant developments in
the significance of the emergence of wage
science and/or technology during this period,
labour in China during the Ming Dynasty?”
and analyse their impact (e.g., with reference to
the printing press, the telescope, innovations that
B1.4 describe political systems in some societies
improved navigation, developments in cartography)
in different parts of the world during this period,
Sample questions: “What contribution did highlighting key similarities and differences
advances in shipbuilding and navigation make in those systems (e.g., governments headed by
to European exploration during this time?” a monarch, emperor, tsar, shogun, sultan, chief)
“What criteria would you use to determine
Sample questions: “What are some of the key
which technological or scientific advance was
similarities and differences in the political
the most significant during this period? Are
structures of the Aztec, Mughal, and Chinese

414
 Empires during this time? What might account B2.4 explain the importance of religion/spiritual-
for the differences?” “What were some differences ity as a force in shaping various communities

World History since the Fifteenth Century

among the political systems of First Nations in during this period (e.g., with reference to the
North America during this period?” “What are Protestant and Catholic Reformations; the Spanish
some ways in which different political structures Inquisition; missionary work; the Edict of Nantes;
affected social hierarchies? How did they affect the expulsion of Christians from Japan; conflict
the treatment of women, various categories of between Muslims and Christians; marginalization
workers, and/or elderly people?” and/or expulsion of Jews; the importance of religious
art, music, and/or architecture; the power of
religious/spiritual representatives)
B2. Communities, Conflict, and
Sample questions: “What does the Alhambra
Cooperation
Decree reveal about how Spanish Christians
FOCUS ON: Cause and Consequence; Historical viewed Jews at this time? What were the conse-
Perspective quences of the decree for Jews living in Spain?”
“What power did religious/spiritual represent-
By the end of this course, students will: atives such as priests, rabbis, imams, and
shamans have in their communities?” “What
B2.1 identify some key conflicts in different impact did Henry VIII’s wish to annul his
regions during this period (e.g., between Mongols first marriage have on religion and religious
and Chinese, Japan and Korea, Spain and England, communities in England during this period?”
Spain and Portugal, or Spanish conquistadors and
the Incas and/or Aztecs; the Onin War; the Battle B2.5 explain how exploration and colonialism
of Lepanto), and analyse their impact on the affected the lives of people in different societies
lives of people in these regions during this period (e.g., the impact that Christian
Sample questions: “What did the continued missionaries had on people in the Americas and
fortification of the Great Wall of China during Asia, the role and impact of Islam and foreign CHY4C
this period reveal about the external threats trade in different parts of Africa, the impact that
that China faced?” “What impact did conflict invaders and colonizers had on the indigenous
with conquistadors have on indigenous people peoples of different societies, the role of the Silk
in Central and/or South America?” Road in the development of communities, the
impact of new food stuffs)
B2.2 describe some developments related to Sample questions: “What impact did the
warfare during this period, and explain their increase in exploration and colonization have
impact (e.g., with reference to the increasing use of on African societies? Why were some African
gunpowder; changes in armour, weaponry, and/or nations more deeply affected than others by
fortification styles; the size of armies; casualties the slave trade?”
and fatalities)
Sample questions: “What were some significant
changes to the construction of castles or castle
B3. Identity, Citizenship, and Heritage
towns and to the role of samurai in Japan during FOCUS ON: Cause and Consequence; Continuity and
this time period? What impact did these changes Change
have? What was the role of the ninja during this
period?” “What was life like for someone in an By the end of this course, students will:
army or navy at this time?”
B3.1 explain how some key factors affected the
B2.3 analyse the impact of some key instances of rights and obligations of people in different
social, political, and/or economic cooperation societies during this period (e.g., with reference
on the lives of people in different regions during to caste, class, and other types of social hierarchy;
this period (e.g., the impact of cooperation between gender; slavery; religious or political persecution;
colonists and indigenous people, cultural exchange, the publication of the Malleus Maleficarum; social
or the expansion of trade) codes)
Sample questions: “What contribution did Sample questions: “What were the intended and
THE WORLD, 1450–1650

Abu Akbar make to political cooperation in unintended consequences of the ideas behind
the Mughal Empire? What impact did his bushido or chivalry codes? Why might it have
actions have? Would all people in South Asia been important to establish these codes?” “What
at the time have viewed his contributions in values or ideas of the time were reflected in the
the same way?” institutions of slavery and serfdom?”

415
 B3.2 describe some significant artistic achieve- B3.3 describe how some significant individuals
ments in different societies during this period from different societies contributed to the identity
(e.g., with reference to painting, stained glass, and/or heritage of their societies during this
mosaics, illuminated manuscripts, African masks, period (e.g., Altan Khan, Christopher Columbus,
Nanga; Ottoman, Mughal, or Ming dynasty Deganawida [the Peacemaker], Elizabeth I,
Grade 12, College Preparation

architecture; the art, architecture, or music of Galileo, Toyotomi Hideyoshi, Ivan the Terrible,
the Renaissance or the early Baroque period in Martin Luther, Michelangelo, Francisco Pizarro,
Europe), and explain how they contributed to Cardinal Richelieu, Sonni Ali)
the development of identity and/or heritage
Sample questions: “Suleiman I is known as
in those societies
‘the Magnificent’. Why? Is that title justifiable?
Sample questions: “How would you go about What did he do? What impact did he have on
measuring the importance of art and architecture his society?”
in the Ottoman or Mughal Empires at this time?”
“Who produced illuminated manuscripts? Why
were they important?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

416
C. THE WORLD, 1650–1789

World History since the Fifteenth Century

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Social, Economic, and Political Context: analyse the impact of some key social, economic, and
political developments in different regions of the world between 1650 and 1789 (FOCUS ON: Historical
Significance; Continuity and Change)
C2. Communities, Conflict, and Cooperation: analyse various types of interactions between different
groups from 1650 to 1789 and some forces that affected these interactions (FOCUS ON: Cause and
Consequence; Historical Perspective)
C3. Identity, Citizenship, and Heritage: explain how some political, cultural, and religious developments
contributed to identity, citizenship, and/or heritage in different regions of the world between 1650
and 1789 (FOCUS ON: Historical Significance)

SPECIFIC EXPECTATIONS
C1. Social, Economic, and Political Sample questions: “What were some of Isaac CHY4C
Context Newton’s most significant scientific contribu-
tions? Which of his ideas had the greatest social
FOCUS ON: Historical Significance; Continuity and impact?” “How did new technologies related to
Change spinning and weaving change the lives of some
people for the better during this period? Did they
By the end of this course, students will: make things worse for some other people?”
C1.1 describe some key social issues and/or C1.3 explain some of the key economic effects
developments during this period, and of colonialism during this period (e.g., with
explain their impact (e.g., with reference to the reference to the increase in international trade, the
Enlightenment, the status of women, developments exploitation of colonial resources, loss of economic
in class/caste structures, changes in feudal societies, control among colonized people, the transatlantic
the reinforcement of and challenges to inherited and Arab slave trade)
privilege)
Sample questions: “What are some of the long-
Sample questions: “How did feudalism in term economic effects of colonialism? How do
Japan and Europe change during this period? they continue to play a role in some countries’
Were changes to the feudal system similar in economies in the present day?”
both societies? What impact did these changes
have on people in these regions?” “What impact C1.4 describe political systems in different societies
did colonial structures and practices have on during this period and, where applicable,
the role of women in some First Nations and/or how they changed from earlier times (e.g., with
African communities during this period?” reference to absolute monarchies, constitutional
monarchies, imperial systems, tsardoms, shogunates,
C1.2 identify some significant developments in developments in democratic governance)
science and/or technology during this period,
and analyse their impact (e.g., with reference Sample questions: “What regions experienced
significant changes in political systems or
THE WORLD, 1650–1789

to the mercury thermometer, the Fahrenheit scale,

the pendulum clock, navigational tools such as the structures during this period? Are there any
sextant or the marine chronometer, the spinning common elements among these changes? How
jenny, the flying shuttle) did the changes affect different groups?”

417
 C2. Communities, Conflict, and for indigenous people during this period (e.g.,
Cooperation the exploitation of people and resources by colonial
powers, forced assimilation, religious conversion,
FOCUS ON: Cause and Consequence; Historical disruption of traditional economies, loss of trad-
Perspective itional cultures, cooperation between indigenous
Grade 12, College Preparation

peoples and explorers or traders, intermarriage)

By the end of this course, students will:
Sample questions: “Why was disease and
C2.1 describe some key conflicts in various death a consequence of colonization for many
regions during this period, and analyse their indigenous groups during this period? Is it fair
impact on those regions (e.g., with reference to to say this was an intended consequence of
the impact of the War of the Spanish Succession on contact?”
ruling elites in Spain and France; conflicts between
France and England and their impact on Aboriginal
peoples and settlers in North America; the Revolt C3. Identity, Citizenship, and Heritage
of the Three Feudatories and its impact on the FOCUS ON: Historical Significance
expansion of China)
Sample questions: “What were the consequences By the end of this course, students will:
of the Guarani War for the Guarani and the
C3.1 analyse the role of religion/spirituality in
Jesuits in their region?” “What were the main
different societies during this period, including
consequences of the American Revolution for
how religion/spirituality contributed to identity
the Americans? For the British?”
and/or heritage (e.g., with reference to indigenous
spirituality, Hinduism and Islam in South Asia,
C2.2 analyse relationships between specific
Shinto and Buddhism in Japan, Islam in Africa;
groups within different societies during this
the role of religion in European colonies; Christian
period (e.g., between slaves and masters, serfs
proselytization; new denominations; the role of
and lords, monarchs and subjects, colonizers
religion/spirituality in the art, music, or architecture
and colonized people, soldiers and commanders,
of some societies)
patriarchs and their family, nobility and royalty,
daimyos and shoguns, noble and peasant women, Sample questions: “What role did Christianity
children of nobility and children of servants) play in American slave communities? What
impact did it have on African-American culture
Sample questions: “How did the relationship
and heritage? Did all slave communities have
between serf and lord in feudal France change
the same response to Christianity?” “What do
during this period? What were the consequences
temples, synagogues, mosques, and/or churches
of these changes?” “How did the apprenticeship
created during this period tell you about the
system operate during this period? What
importance of religion in various societies?
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

was the relationship between apprentice

How significant are these buildings for the
and employer?”
heritage of these societies?”
C2.3 describe the roles played by different groups
in the slave trade during this period (e.g., the C3.2 explain how some artistic achievements
during this period reflected the societies in
roles of slaves; African, Arab, and/or European
which they occurred (e.g., with reference to the
slave traders; slave owners; religious/spiritual
transition to using only male actors in Kabuki
representatives; political figures), and explain
theatre; the architecture of the Taj Mahal; the
the social conditions that allowed slavery to
satirical writings of Molière or Jonathan Swift;
exist in different regions
the music of Haydn or Mozart)
Sample questions: “What were the dominant
Sample questions: “What does the art of the
social attitudes and beliefs that underpinned
Rococo movement reveal about pre-revolutionary
the slave trade during this time? Were they
French society?” “What does the use of all-male
the same in all countries where slavery existed?
theatre companies in some societies tell you
If not, how were they different?” “What are
about social mores during this period?”
some ways in which slaves struggled against
their status or treatment?”
C3.3 explain the contributions of some key
political figures from different societies to the
C2.4 describe some of the intended and unintended
development of identity, citizenship, and/or
consequences of exploration and colonization

418
heritage in their societies (e.g., Catherine the
Great, Frederick the Great, Louis XIV, Peter the

World History since the Fifteenth Century

Great, George Washington, Empress Dowager
Xiaozhuang)
Sample questions: “What were some of the
political and cultural contributions of Louis XIV?
How did these contribute to French identity
and heritage?” “How did decisions made by the
American Founding Fathers affect citizenship
in the United States?”

CHY4C

THE WORLD, 1650–1789

419
 D. THE WORLD, 1789–1900
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Social, Economic, and Political Context: explain the impact of some key social, economic, and
political developments in different regions between 1789 and 1900, with a particular emphasis on
the Industrial Revolution (FOCUS ON: Historical Significance; Cause and Consequence)
D2. Community, Conflict, and Cooperation: explain how war, revolution, reform, and other forces
affected societies in different regions of the world between 1789 and 1900 (FOCUS ON: Cause and
Consequence; Continuity and Change)
D3. Identity, Citizenship, and Heritage: explain how nationalism, immigration, and the contributions
of some key political and cultural figures affected the development of identity, citizenship, and/or
heritage in different regions of the world between 1789 and 1900 (FOCUS ON: Historical Significance;
Historical Perspective)

SPECIFIC EXPECTATIONS
D1. Social, Economic, and Political D1.2 describe some major developments/achieve-
Context ments in science and/or technology during this
period, and explain their significance for various
FOCUS ON: Historical Significance; Cause and groups (e.g., with reference to a vaccination for
Consequence smallpox, pasteurization, cameras, the telegraph,
the cotton gin, the sewing machine, steam trains,
By the end of this course, students will: dynamite; engineering achievements such as the
Crystal Palace, the Eiffel Tower, or the Suez Canal)
D1.1 identify some specific developments that
were fundamental to the Industrial Revolution Sample questions: “Why were technological
advances relating to trains and canal building
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

(e.g., the development of new technologies, the

availability of capital for investment, the availability so important to Canada? Who benefited from
of natural and human resources), and explain the construction of the Canadian Pacific
some key social, economic, and political conse- Railway or from the various canal systems in
quences of large-scale industrialization during southern Ontario? What impact did these large
this period (e.g., growth of the middle class, construction projects have on different groups
population increase in Britain, urbanization, the in Canada?” “How did technology change the
employment of women and children in factories, way some people worked in large-scale infra-
the formation of labour organizations, pollution, structure projects during this period?” “What
anti-union legislation, laws regulating work) impact did medical developments in anaesthesia
and antiseptics have on people’s lives?”
Sample questions: “How did the Industrial
Revolution contribute to the development of
D1.3 identify some key political events and/or
single-industry towns? How did these towns
developments in different regions during this
affect the townspeople and the surrounding
period, and analyse their impact (e.g., with
population?” “What role did industrialization
reference to the Congress of Vienna, the Continental
play in the development of transportation
System, the unification of Italy and Germany,
routes in United States and Canada? Why were
the abolition of slavery in many regions and the
these routes so important to those countries?”
emancipation of serfs in Russia, the Scramble
“What was life like for a child working in a
for Africa)
factory during this period?” “What were the
environmental effects of industrialization?” Sample questions: “What were the political
and economic conditions that led to the Treaty
of Nanking? How did it affect Chinese-British

420
 relations? How did it affect the Nanking region?” India; Christian missionaries and Zulus in South
“What impact did the Berlin Conference have Africa; Catholicism in South America; the division

World History since the Fifteenth Century

on Africa and Africans?” “What impact did created by the Japanese government between Shinto
the abolition of slavery in the United States or and Buddhism)
serfdom in Russia have on the lives of former Sample questions: “What role did religion play
slaves or serfs? How do these events continue in some social or political reform movements
to have an impact on specific regions of the during this period?” “What are some ways in
world today?” which the dominant and minority religions
in the same society or region influenced each
D2. Communities, Conflict, and other? What impact did this influence have on
practices, beliefs, and values? How did people
Cooperation
in these societies navigate conflicting values?”
FOCUS ON: Cause and Consequence; Continuity and
Change D2.5 describe gender roles and relations in different
societies during this period and ways in which
By the end of this course, students will: such roles/relations were being challenged or
reinforced (e.g., with reference to the ideas of
D2.1 describe key rebellions and revolutions in Mary Wollstonecraft, John Stuart Mill, and/or
different societies during this period, and analyse Sojourner Truth; the women’s suffrage movement;
whether they achieved their goals (e.g., with legal or social restrictions on women and how they
reference to the French Revolution, the Satsuma were being challenged in some societies; ryosai kenbo)
Rebellion, the Taiping Rebellion, the Haitian
Revolution, the North-West Rebellion) Sample questions: “What were the goals of the
women’s suffrage movement? Were suffragists
Sample questions: “Is it fair to call the French organizing on behalf of all women?” “Why was
Revolution a turning point in western European the role of women in society being questioned
history? Why or why not?” “To what degree and challenged in many parts of the world CHY4C
did the Rebellions in Upper and Lower Canada during this period?”
achieve their goals?”

D2.2 describe key issues underlying some D3. Identity, Citizenship, Heritage
significant wars in different regions during
FOCUS ON: Historical Significance; Historical
this period (e.g., the Napoleonic Wars, the War
of 1812, the Opium Wars, the Boshin War, the Perspective
Anglo-Zulu Wars, the Sino-Japanese War, the
By the end of this course, students will:
American Civil War, the Franco-Prussian War,
the War of the Pacific, the Boer Wars) D3.1 explain the impact of nationalism in different
Sample question: “In what ways did the Greek regions during this period (e.g., with reference to
War of Independence signal a time of change the unification of Italy and Germany, the struggle
for the Ottoman Empire as well as for Russia?” for independence in Cuba or the Philippines, the
independence of Greece and Serbia and continuing
D2.3 identify some reform movements that decline of the Ottoman Empire, the formation of
developed during this period, and explain their the Indian National Congress)
goals (e.g., with reference to labour, abolitionist, Sample questions: “What differences were there
suffrage, women’s rights, or nationalist movements; in the beliefs and goals of German and Indian
movements for public education or child welfare) nationalists? How might you account for these
Sample questions: “What were some of the differences?”
social conditions in industrial countries that
contributed to the movement for public educa- D3.2 describe key trends in global immigration
tion? What was the original intent of a public during this period (e.g., sources and destinations
school system? Has that intent changed over of immigrants; types of immigrants preferred by
time? How was public education addressed in receiving countries; the immigration of labourers,
different regions of the world?” including the forced migration of slaves), and
THE WORLD, 1789–1900

explain the significance of immigration for

D2.4 explain key issues and/or developments identity, citizenship, and/or heritage
relating to religion/spirituality in different Sample questions: “What criteria would you
societies during this period (e.g., with reference use to rank the factors that pushed people to
to the relationships and conflicts that emerged emigrate during this period? How would you
between Hinduism, Islam, and Christianity in change the criteria to rank factors that affected

421
 their choice of destination?” “What impact did D3.4 describe the contribution of some significant
this period of global immigration have on the political figures in different societies to the
development of identity in some countries?” development of identity and/or citizenship
during this period (e.g., Abd al-Hamid, Otto von
D3.3 describe the contributions of some significant Bismarck, Napoleon Bonaparte, Empress Dowager
Grade 12, College Preparation

individuals in the arts to the development Cixi, Abraham Lincoln, John A. Macdonald,
of identity, citizenship, and/or heritage of Toussaint L’Ouverture, Emperor Meiji, Maharaja
different communities during this period (e.g., Ranjit Singh)
with reference to Ludwig van Beethoven, Charles
Sample questions: “Even though Karl Marx
Dickens, Francisco Goya, Katsushika Hokusai,
was not a political leader, why is his political
Claude Monet, Harriet Beecher Stowe, Giuseppe
contribution significant?” “What strategies
Verdi, Shibata Zeshin)
or methods did some political leaders use to
Sample questions: “When you analyse Jacques restore or develop economic stability during
Louis David’s paintings of Napoleon, what this period?”
political perspective do you think they convey?
Do you think they are historically accurate?
Why or why not? What do these paintings tell
you about French identity during this period?”
“How did some novelists contribute to social
reform during this period?” “How were theatre,
literature, and/or art used to reinforce common
values? How were they used to resist or challenge
dominant values/beliefs?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

422
E. THE WORLD SINCE 1900

World History since the Fifteenth Century

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 radar, nuclear missiles; medical developments such CHY4C
Context as new vaccines, drugs, organ transplants; computers
or other digital technology), and analyse their
FOCUS ON: Historical Significance; Cause and impact on people’s lives (e.g., increased life
Consequence expectancy, changes in work and recreation, casualty
rates in wars, privacy issues arising from digital
By the end of this course, students will: technologies)
E1.1 describe some key social trends and/or Sample questions: “What impact have techno-
developments in different regions of the world logical or scientific developments related to
during this period, and explain their impact agriculture had on farming practices in the past
(e.g., with reference to urbanization and/or sub- century?” “How has the rise of computers and
urbanization; immigrants and refugees; changing other digital technology changed the way
social mores; the increasing secularization of some people work and communicate?” “How have
societies and the increasing fundamentalism in advancements in technology and science had
others; recreation; labour, peace, civil rights, an impact on women in different societies or
feminist, or Aboriginal movements) sectors of society?”
Sample questions: “What are some significant
E1.3 describe dominant economic systems and
ways in which social mores have changed during
some key economic policies in different regions
this period? What are some effects of these
during this period, and analyse their impact
changes? What are some social mores that have
(e.g., with reference to capitalist and communist
stayed the same? How would you account for
systems; agricultural and industrial societies; regu-
this stability?” “What are some factors or issues
lation and deregulation; economic protectionism
that led to the birth of the environmental move-
and free trade)
ment? How have these factors/issues changed
over time? Have any remained constant?” Sample questions: “What impact did Mao’s
interpretation of communism have on the
E1.2 identify some significant developments in Chinese economy and society? What were the
THE WORLD SINCE 1900

science and/or technology during this period intended and unintended consequences of
(e.g., developments in radio, television, or motion Mao’s Great Leap Forward?” “What was the
pictures; automobiles; airplanes; military technology impact of Keynesian economic policies in the
such as tanks, machine guns, chemical weapons, second half of the twentieth century?”

423
 E1.4 describe forms of government in different E2.3 describe some significant interactions between
countries during this period (e.g., democracy, diverse groups during this period, including
theocracy, monarchy, autocracy, dictatorship), and those characterized by violence and/or depriva-
explain how they were influenced by political tion of rights and those characterized by
beliefs and/or ideologies (e.g., anarchism, con- cooperation (e.g., with reference to genocides,
Grade 12, College Preparation

servatism, fascism, liberalism, Maoism, Marxist- including the Holocaust, the Holodomor, and/or the
Leninism, Nazism) Armenian, the Rwandan, or Srebrenican genocide;
racial segregation; political repression, in Chile,
Sample questions: “In what ways were dictator-
China, the Soviet Union, or Syria; international
ships influenced by right-wing ideologies such
tribunals and courts of justice; the United Nations
as fascism or Nazism different from dictatorships
and other intergovernmental organizations; truth
influenced by left-wing ideologies such as
and reconciliation commissions; international
Marxist-Leninism or Maoism? In what ways
sporting events; trade agreements)
were they the same?” “What were the causes
of the Islamic Revolution in Iran? What beliefs Sample questions: “What social attitudes and
influenced the revolutionaries?” beliefs were reflected in South African apartheid
and segregation in the American South? What
were the reasons behind this institutionalized
E2. Communities, Conflict, and racism? How was it brought to an end?”
Cooperation
E2.4 explain some significant developments
FOCUS ON: Cause and Consequence; Historical
related to colonization, decolonization, and
Perspective globalization during this period, with a focus
on the impact of these developments on differ-
By the end of this course, students will:
ent groups or societies (e.g., with reference to
E2.1 describe key causes and consequences of continuing imperial/economic interests in Africa
some major global and regional conflicts during and Asia; atrocities in the Belgian Congo; colonies’
this period (e.g., the Russian Revolution; World struggle for political independence; multinational
War I; World War II; conflicts related to the Cold corporations and foreign investment; economic and
War; the Six Day War; the Gulf Wars; civil wars in cultural imperialism; international peacekeeping;
Spain, Cambodia, or Rwanda; the War on Terror) the Kyoto Protocol; cultural exchange)

Sample questions: “What were some of the Sample questions: “Is the idea of a ‘global
effects of the Cold War for people on both sides village’ a global idea or a Western one? Who
of the conflict?” “What have been the long-term has benefited from the policies that support a
consequences of the use of landmines in conflicts global village? Who has lost or stands to lose
around the world?” “What led to the invasion the most?” “What have been the intended and
of Iraq in 2003? Why did Canada choose not to unintended consequences of decolonization
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

participate in this conflict?” “What measures for some countries? In what ways are some
did some individual citizens and/or families countries and regions continuing to pay the
take to protect their financial assets during price, economically and culturally, for having
global and/or regional conflicts during this been colonized by European powers?”
period?”

E2.2 explain how the actions of some significant E3. Identity, Citizenship, and Heritage
individuals and groups contributed to conflicts FOCUS ON: Historical Significance; Continuity and
in different countries and/or regions during Change
this period (e.g., with reference to Idi Amin, Fidel
Castro, Adolf Hitler, Ho Chi Minh, Emperor Hirohito, By the end of this course, students will:
Leopold II, Mao Tse-Tung, Saddam Hussein, or
Joseph Stalin; Al-Qaeda, the Irish Republican E3.1 assess the contributions of some individuals
Army, or the Central Intelligence Agency) and groups to the evolution of human rights
in different regions during this period (e.g.,
Sample questions: “How did the policies of
Mohandas Ghandi, Hu Jia, Martin Luther King Jr.,
Margaret Thatcher contribute to social, economic,
Stephen Lewis, Oscar Romero, Eleanor Roosevelt,
and political unrest in Great Britain?” “What
Aung San Suu Kyi, Mother Teresa, Desmond Tutu;
was the Dirty War? How did some Argentinian
leaders contribute to this conflict?”

424
 Amnesty International, the International Criminal E3.3 describe some significant cultural trends and
Court, the International Red Cross / Red Crescent developments during this period, and explain

World History since the Fifteenth Century

Society, the United Nations [UN]) their contribution to regional and/or global
Sample questions: “What criteria would you use heritage and/or identity (e.g., developments
to assess the contribution of Nelson Mandela to in music such as jazz, rock ’n’ roll, reggae, ska;
human rights?” “How successful do you think developments in cinema, including Hollywood
the UN has been in advocating for human and Bollywood films and the work of influential
rights?” “What contributions have members of filmmakers from various cultures; changes in fashion;
the LGBT community made towards human new schools of art; manga; indigenous arts and
rights in various regions of the world?” crafts; the trend towards globalization of culture)
Sample questions: “Why might the contract with
E3.2 analyse some key aspects of the social, Walt Disney to distribute and promote the films
political, and/or economic roles and status of of Miyazaki be seen as a cultural turning point?”
women in different societies during this period, “What are some aspects of the globalization of
with particular emphasis on whether these culture? In what ways does this globalization
roles remained the same or how they changed mark a change from earlier cultural history?
(e.g., with reference to work inside and outside the Are there any similarities?”
home, equal pay for equal work, suffrage and other
political rights, representation in governments,
access to education, roles of and attitudes towards
women in religious institutions or towards girls
and elderly women, violence against women)
Sample questions: “What does the continuing
use of rape as a weapon of war in many societies
in this period suggest about attitudes towards
women?” “What courses and/or new programs CHY4C
have emerged in schools, colleges, and/or
universities in response to issues raised by
the women’s movement?” “In what ways has
women’s access to education changed during
this period? Has it changed in all regions and
among all classes/castes?”

THE WORLD SINCE 1900

425
Adventures in World History,
Grade 12
Workplace Preparation CHM4E

This course examines significant developments and events in world history from earliest
times to the present. Students will explore a variety of social, cultural, economic, and
political developments in different regions of the world and during different periods. In
addition to investigating how conflict, religion, work, and technology have helped shape
people’s lives, students will examine the contributions of some significant individuals to
our global heritage. Students will apply the concepts of historical thinking and the historical
inquiry process, including the interpretation and analysis of evidence, when investigating
a variety of human experiences in world history.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the
locally developed compulsory course (LDCC) in Canadian history

OVERVIEW
The course has four strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
three strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Historical Inquiry and Skill Development

Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating various aspects of world history

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify some careers in which these skills might be useful
(continued)

427
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–D.
Grade 12, Workplace Preparation

Strands B–D
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

B. Origins to the Fifteenth Century

B1. Society and Community: explain how various social The environment had a Did early societies need
and environmental factors affected the lives of people major impact on the class structures and
in two or more societies in different regions of the world location of societies as defined social roles in
and at different times up to the fifteenth century well as their material life. order to grow?
(FOCUS ON: Historical Significance; Cause and
What are some key
Consequence)
similarities in political
B2. Politics and Conflict: demonstrate an understanding Conflict played a large role and social structures in
of political systems, political change, and conflict in in the decline of many different regions and
some societies in different regions of the world and at early societies. different times? How can
different times up to the fifteenth century (FOCUS ON: we account for these
Cause and Consequence; Continuity and Change) similarities?

B3. Work and Economies: explain how aspects of the Agriculture and trade In what ways does culture
economy, including types of work, affected two or were very important to shape religion? In what
more societies in different regions of the world and at the development of early ways does religion shape
different times up to the fifteenth century (FOCUS ON: societies. culture?
Historical Significance; Historical Perspective)
What key beliefs and
B4. Culture and Heritage: explain the significance of Religion/spiritual beliefs values emerged in early
various cultural developments, including the contributions and language were key societies? How did they
of some individuals, for the heritage of two or more aspects of the culture and influence these societies?
societies in different regions of the world and at heritage of early societies.
different times up to the fifteenth century (FOCUS ON:
Historical Significance; Continuity and Change)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

* See page 17 for a discussion of the purpose of big ideas and framing questions.

428
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Historical Thinking

C. The Fifteenth to the Nineteenth Century

C1. Society and Community: explain how various social The daily lives of people in How did new ideas and

Adventures in World History

issues, trends, and developments affected the lives of many societies underwent technologies contribute to
people in two or more societies in different regions of major changes during this change during this period?
the world and at different times between the fifteenth period.
What do cultural and
and nineteenth centuries (FOCUS ON: Historical
technological remains
Significance; Historical Perspective)
tell us about the past?
C2. Politics and Conflict: analyse the impact of various The European Age of
political developments, including conflict within and Exploration had many What were some short- and
between countries, on some societies in different intended and unintended long-term consequences
regions of the world and at different times between the consequences. of empire building during
fifteenth and nineteenth centuries (FOCUS ON: Cause this period?
and Consequence; Continuity and Change)

C3. Work and Economies: explain how trade and As countries and empires
the work roles of different people contributed to the grew, the role of trade
development of two or more societies in different changed, as did the labour
regions of the world and at different times between the of many people connected
fifteenth and nineteenth centuries (FOCUS ON: Historical to trade networks.
Significance; Continuity and Change)

C4. Culture and Heritage: explain the impact of some Empires left their social CHM4E
significant individuals and of various aspects of culture and cultural mark all over
on the development of identity and/or heritage in two the world.
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)

D. Since the Early Nineteenth Century

D1. Society and Community: analyse key causes and Major demographic How have attitudes
consequences of various social trends, developments, changes have had an relating to race and
and movements in two or more societies in different impact on many regions gender changed during
regions of the world and at different times since the of the world during this this period?
nineteenth century (FOCUS ON: Historical Significance; period.
Have we learned from
Cause and Consequence)
our past mistakes?
D2. Politics and Conflict: analyse various political With increasing nationalism
developments, including those related to international during this period, certain How has the role
conflict and cooperation, in some societies in different groups of people have of children and youth
regions of the world and at different times since the faced challenges to their changed? Are these
nineteenth century (FOCUS ON: Change and Continuity; rights. changes universal?
Historical Perspective) What have been the
D3. Work and Economies: explain how various economic Industrialization and biggest changes in
developments affected the development of two or technology have changed people’s lives during
more societies in different regions of the world and at the way people around this time period? What
different times since the nineteenth century (FOCUS the world worked during led to these changes?
ON: Cause and Consequence; Continuity and Change) this period. Have all the changes
been positive?
D4. Culture and Heritage: analyse the significance of Developments in science
various trends and developments related to culture and and technology have
OVERVIEW

heritage in two or more societies in different regions of affected all facets of life
the world and at different times since the nineteenth during this period.
century (FOCUS ON: Historical Significance; Historical
Perspective)
429
 A. HISTORICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when
investigating various aspects of world history;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical
investigation, and identify some careers in which these skills might be useful.

SPECIFIC EXPECTATIONS
A1. Historical Inquiry Sample questions: “How reliable do you think
this film or video game is as a source of infor-
Throughout this course, students will: mation about the lives of gladiators in ancient
Rome? Are the weapons, costumes, and buildings
A1.1 formulate different types of questions to accurate? How do you know?” “Why is it
guide investigations into issues, events, and/or important to be careful when using anonymous
developments in world history (e.g., factual websites as historical sources?” “Whose perspec-
questions: What was the Black Death?; compara- tive is represented in this newspaper article?
tive questions: What were some similarities and Whose voices are omitted? What are the
differences in the decline of the Aztec and Inca implications of this omission?”
Empires?; causal questions: What were the main
causes of World War I?) A1.4 interpret and analyse evidence and informa-
tion relevant to their investigations, using various
A1.2 select and organize relevant evidence and tools, strategies, and approaches appropriate
information on aspects of world history from for historical inquiry (e.g., use a ranking ladder to
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

a variety of primary and secondary sources help them sort the consequences of the Industrial
(e.g., primary: artefacts, art works, diaries, maps, Revolution; create a timeline on the decline and
myths and legends, photographs, political cartoons; fall of the Roman Empire; develop a concept map
secondary: books and/or articles from the library, to help them analyse connections between technology
films or videos, historical fiction, textbooks, and recreation; compare the points of view in two
websites), ensuring that their sources reflect sources commenting on the same event)
different perspectives
Sample question: “What criteria might you
Sample questions: “If you want to investigate use to rank the importance of the causes of the
the role the environment played in religion/ French Revolution?”
spirituality in some societies, what are some
visual sources that you might consult? What art A1.5 use the concepts of historical thinking (i.e.,
and architecture would you want to examine? historical significance, cause and consequence,
What other sources might you use?” “Why continuity and change, and historical perspective)
might diaries and letters from early societies when analysing, evaluating evidence about, and
be hard to find? Where might you look to find formulating conclusions and/or judgements
information about early societies?” regarding historical issues, events, and/or
developments in world history (e.g., apply the
A1.3 assess the credibility of sources and informa- concept of historical significance to help them
tion relevant to their investigations (e.g., by analyse the impact of religious beliefs on life in or
considering the perspective, bias, accuracy, purpose, the heritage of ancient Egypt; use the concept of
and/or context of the source and the values and cause and consequence to help them analyse the
expertise of its author)

430
 effects of colonialism on modern Rwanda; use the A2. Developing Transferable Skills
concept of continuity and change to help them
determine the key turning points in world history Throughout this course, students will:
since the nineteenth century; use the concept of
A2.1 describe some ways in which historical
historical perspective when analysing reactions to
investigation can help them develop skills,
the Seven Years’ War to ensure that they consider

Adventures in World History

including the essential skills in the Ontario
the viewpoints of different groups)
Skills Passport (e.g., skills related to reading text,
Sample questions: “When investigating coloni- writing, document use, computer use, oral com-
alism, why is it important to take the concept munication, numeracy), that can be transferred
of historical perspective into account? Whose to the world of work and to everyday life
perspectives would it be important to investigate?
What other concept of concepts might it be useful A2.2 apply in everyday contexts skills and work
to apply? Why?” habits developed through historical investiga-
tion (e.g., use skills to understand and appreciate
A1.6 evaluate and synthesize their findings to multiple perspectives and engage in informed
formulate conclusions and/or make informed discussions; to understand the social, political, or
judgements or predictions about the issues, economic context of historical fiction, video games,
events, and/or developments they are or movies; or to identify bias in the media; apply
investigating work habits such as working independently to
Sample questions: “What patterns have you complete a project, or initiative in their part-time job)
detected when analysing the traditions associated
with these religions?” “After conducting your A2.3 apply the knowledge and skills developed
investigation, what did you conclude is the in the study of world history when analysing
most important technological development of current social, economic, and/or political issues,
the twentieth century? What evidence will you in order to enhance their understanding of
present to support your claim?” these issues and their role as informed citizens CHM4E
Sample questions: “When you analyse this
A1.7 communicate their ideas, arguments, and issue, do you see any parallels between it and
conclusions using various formats and styles, a historical issue you have studied? What are
as appropriate for the audience and purpose the similarities? What are the differences?
(e.g., a seminar on key developments in human Why might understanding the causes and
rights in the twentieth century; a photo/image consequences of the historical issue deepen
essay on types of housing in different periods; a your understanding of the current one?”
presentation on the lives of soldiers in a particular
war; a discussion about ethical issues associated A2.4 identify some careers in which the skills
with colonialism; a blog on the accuracy of a film learned in history might be useful (e.g., artist,
depicting a historical event; an infographic or game designer, historical re-enactor, musician,
digital movie showing changes in fashion through politician, tour guide)
different periods or between groups of different rank
in the same period; a role play depicting the roles
and behaviour of different groups in a feudal society)

A1.8 use accepted forms of documentation

(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to reference
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
different types of sources (e.g., art works, blogs,
books, films or videos, oral evidence, websites)

A1.9 use appropriate terminology when com-

municating the results of their investigations
(e.g., vocabulary specific to their topic; terminology
related to history and to the concepts of historical
thinking)

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 B. ORIGINS TO THE FIFTEENTH
CENTURY
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Society and Community: explain how various social and environmental factors affected the lives
of people in two or more societies in different regions of the world and at different times up to the
fifteenth century (FOCUS ON: Historical Significance; Cause and Consequence)
B2. Politics and Conflict: demonstrate an understanding of political systems, political change, and
conflict in some societies in different regions of the world and at different times up to the fifteenth
century (FOCUS ON: Cause and Consequence; Continuity and Change)
B3. Work and Economies: explain how aspects of the economy, including types of work, affected two
or more societies in different regions of the world and at different times up to the fifteenth century
(FOCUS ON: Historical Significance; Historical Perspective)
B4. Culture and Heritage: explain the significance of various cultural developments, including the
contributions of some individuals, for the heritage of two or more societies in different regions
of the world and at different times up to the fifteenth century (FOCUS ON: Historical Significance;
Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Society and Community B1.2 analyse some of the causes and consequences
of migration during this period (e.g., causes:
FOCUS ON: Historical Significance; Cause and natural disasters, political persecution, poverty,
Consequence
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

famine, war, slavery or other forms of forced

migration; consequences: loss of traditional
By the end of this course, students will: language, culture, and/or identity of migrating
groups; new opportunities; cross-cultural influence)
B1.1 describe some key social structures in selected
societies during this period (e.g., class or caste Sample questions: “Which natural disasters
structures and other social hierarchies, families, had the greatest impact on migration during
gender roles, social and religious institutions, this period?” “Why did changes in land use
legal systems, the feudal system, bureaucracy/ cause some people to migrate?” “What criteria
administration), and explain how they contributed would you use to rank the importance of various
to social order reasons for migration during this period?” “What
consequences did the migration of Central
Sample questions: “What are some factors that
Asian Aryans have for India?” “Why did the
determined a person’s social status in different
Anishinaabe people regularly migrate between
societies during this period?” “How has recent
the Great Lakes and the Atlantic Ocean?”
evidence about the people who built the pyra-
mids in Egypt affected earlier understandings
B1.3 describe some educational developments
about the social structures of that civilization?”
and/or practices during the Middle Ages, and
“How did the feudal system contribute to social
explain their significance (e.g., the establishment
stability in medieval Europe or Japan?”
of the university system, the role of the Seven
Mechanical Arts and the Seven Liberal Arts,

432
 intellectual activity in medieval Islam, monastic B2. Politics and Conflict
orders as guardians of education/literacy in
Europe during the early Middle Ages, the role FOCUS ON: Cause and Consequence; Continuity and
of apprenticeships and guilds) Change
Sample questions: “What did an apprenticeship By the end of this course, students will:

Adventures in World History

entail during this period? What role did guilds
play in the training of apprentices? What impact B2.1 compare how some different societies were
did these guilds have?” “Who was likely to governed during this period (e.g., city states,
be literate during this period? What were the republics, empires, monarchies, chiefdoms,
implications of being literate or illiterate? How sultanates, papal states, shogunates)
did these implications vary depending on the
Sample questions: “What were the roles of
social group to which one belonged?”
monarchs, nobles, and knights in medieval
Europe? How did they exert control? What
B1.4 explain some ways in which environmental
were some similarities and differences between
factors affected people in selected societies
such monarchies and Japanese shogunates?”
during this period (e.g., the importance of bodies
of water in settlement and transportation; natural
B2.2 identify some ancient civilizations/empires
defences such as deserts or mountains; the impact
(e.g., Egypt, Assyria, Greece, Indus Valley civilization,
on agriculture of annual flooding in the Fertile
Macedonia, the Roman Empire, or the Qin/Han
Crescent; deforestation in Sumer; the role of natural
Empire), and explain some of the reasons for
resources in economic development; famine caused
their decline
by drought or pests; disease spread by insects; the
use of local materials in artistic/artisanal production) Sample questions: “How did Han society change
over time? How did these changes contribute
Sample questions: “What role did competition
to the decline and eventual collapse of the Han
for natural resources play in the history of some
dynasty? What criteria would you use to rank CHM4E
societies during this period?” “How did the
the internal and external causes of the collapse?”
bubonic plague spread from Asia to Europe?
What impact did the plague have at the global B2.3 explain key causes and consequence of some
level?” “How does the rock art found in the major conflicts, both within and between soci-
Tassili n’Ajjer region of the southeastern Sahara eties, during this period (e.g., the Peloponnesian,
help us understand how people adapted to a Punic, or Hundred Years’ Wars; the Battles of
region that was slowly turning into a desert?” Actium, Kadesh, Red Cliffs, or Hastings; slave
revolts or civil wars in the Roman Empire; the
B1.5 describe different types of human dwellings
Warring States period in China; Mongol or Viking
during this period, and explain how they
invasions; the Crusades; the English Peasants’ Revolt)
reflected the societies that produced them
(e.g., prehistoric cave dwellings, Roman tenements, Sample questions: “What were the consequences
forts and villas, peasant farm houses, dwellings of of the Battles of Marathon and Thermopylae
nomadic peoples, Wendat longhouses, housing for during the Greco-Persian Wars?” “Why did the
wealthy and poor people in early towns and cities) Vikings invade Ireland and establish settlements
there? Why did the relationship between the
Sample questions: “In what ways did the
High Kings of Ireland and the Vikings change
various dwellings on a feudal manor reflect the
over time?”
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 B3. Work and Economies
of these people, including the natural resources
to which they had access?” “What impact did FOCUS ON: Historical Significance; Historical
the environment have on how dwellings were Perspective
ORIGINS TO THE FIFTEENTH CENTURY

built in this society? In what ways are these

dwellings different from those in another society By the end of this course, students will:
that had a different climate and access to different
B3.1 describe some key aspects of the development
natural resources?”
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

433
 irrigation techniques, the use of Sumerian cuneiform development of hieroglyphics, alphabets, oral trad-
tablets to track agricultural production, terrace itions; the historical importance of Mesoamerican
farming, feudalism and other developments in codices, Mesopotamian cuneiform tablets, the
land-holding systems) Dead Sea Scrolls, or Confucian dynastic histories;
Grade 12, Workplace Preparation

early literature such as The Epic of Gilgamesh,

Sample questions: “What impact did the
Ramayana, or The Iliad)
domestication of animals have on people’s
lives?” “What does the use of terrace farming Sample question: “Why was the discovery
in Asia and South America tell us about changes of the Rosetta Stone so important for our
in agricultural societies during this time?” understanding of ancient Egypt?”
“What role did staple crops, such as rice, corn,
and/or beans, play in the cultural practices of B4.2 compare some key beliefs and practices
different societies around the world?” associated with two or more religious/spiritual
traditions (e.g., Judaism, Buddhism, Hinduism,
B3.2 describe some key aspects of the development Christianity, Islam, Aboriginal spiritual practices)
of trade during this period, and analyse their
Sample questions: “What do Incan and Hindu
impact (e.g., early trade in spices and salt, the
funeral rites or burial practices tell us about
barter system, the development of currencies,
those people’s beliefs related to the afterlife?”
the Hopewell Exchange, Arab trade networks,
“Which prophets are revered in both the Judeo-
Champagne Fairs, the increasing importance of
Christian and Muslim traditions? How would
the role of merchants in the economies of many
you account for this commonality?” “How
countries, the Hanseatic League)
important was the environment to the religious/
Sample questions: “Why were currencies spiritual beliefs of the Maya and some Aboriginal
developed? Who created and monitored them? people in what would become Canada? What
How did currencies change over time? Where evidence do you have to support your ideas?”
were coins first used? What was the impact of “How did adherents of dominant and minority
this development? What impact did the evolving religions in a society view or respond to each
use of currency have on people’s social roles other’s practices, beliefs, and values?”
and daily interactions?” “How extensive was
the Silk Road? What impact did trade along this B4.3 analyse the role of religion/spirituality in
route have on various groups?” selected societies during this period (e.g., with
reference to the spread of Buddhism, Hinduism,
B3.3 describe the work roles of different people Christianity, and/or Islam; the impact of religion/
in selected societies and how they contributed spirituality on art, music, and/or architecture;
to those societies (e.g., hunters, slaves, farmers, festivals and rites; religious conflict such as
gladiators, merchants, artisans, stonemasons, the Crusades and/or the Spanish Inquisition;
blacksmiths, elders, healers, educators, scribes, monasticism and learning)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

warriors, shamans, vestals, monks and/or nuns)

Sample questions: “In what ways were the
Sample questions: “Why did various societies ancient Olympic Games connected to religious
use slaves? What were some of the differences beliefs and practices in ancient Greece?” “Why
in the way slaves were treated in different would religious leaders have chosen to build
societies? What are some of the ways in which the Al-Aqsa mosque on the spot of the Temple
slaves demonstrated resistance within different Mount in the Old City of Jerusalem? How did
societies?” “What were some differences in the that decision lead to this site’s becoming one of
roles of women in ancient Athenian, Norse, and the most contested in the world?”
Wendat societies?”
B4.4 describe some key developments in science
and/or technology during this period (e.g., the
B4. Culture and Heritage domestication of fire; the invention of the wheel;
stone and iron tools; irrigation systems in Egypt
FOCUS ON: Historical Significance; Continuity and
or Mesopotamia; urban sanitation systems in the
Change
Indus Valley; developments in mathematics or
By the end of this course, students will: astronomy in Greece, Mesoamerica, or India;
Mayan or Roman calendars; development in
B4.1 explain some ways in which the development military technology), and assess their impact
of language contributed to ancient societies and (e.g., on agriculture, warfare, transportation,
to our understanding of them (e.g., the importance cultural production, trade)
of language for cultural identity; the use of language Sample questions: “What was the significance
to codify laws, to record historical events, for of the development of calendars? What are
propaganda, or for cultural production; the the origins of the calendar we use? What are

434
 some connections between the development B4.6 explain the impact that the actions and/or
of calendars and religious/spiritual beliefs, ideas of some significant individuals from this
practices, and rituals?” “What is the ‘great stirrup period had on identity and/or heritage (e.g.,
controversy’? How can what may seem to us a Alexander the Great, Al-Zahrawi, Archimedes,
minor invention be of such significance?” Christine de Pizan, Confucius, Cyrus the Great,
Genghis Khan, Jesus of Nazareth, Joan of Arc,

Adventures in World History

B4.5 explain the purpose and the social and/or Leif Ericson, Muhammad, Octavian Caesar,
architectural significance of some structures Ramesses II, Siddhārtha Gautama, Sun Tzu)
built during this period (e.g., Neolithic monuments
Sample questions: “What impact did some
such as Stonehenge, pyramids in Mesoamerica or
significant religious figures from this period
Egypt or Sumerian ziggurats, aqueducts, arenas,
have? How widespread was their influence?
theatres, temples, the Great Wall of China, Machu
In what ways do you think human history
Picchu, Hopewell mounds, the Seven Wonders of
might have been different if they had not
the Ancient World, walled cities such as Jericho or
lived?” “What role did Deganawida and
Uruk, the homes of people of different social status)
Hiawatha play in establishing the Five Nations
Sample questions: “Why did so many commun- Confederacy? What was the significance of
ities build defensive walls during this period? the confederacy?”
When you compare these walls to some built in
the twentieth century (e.g., the Berlin Wall, the
walls in the demilitarized zone between North
and South Korea, barriers in the West Bank or
along the U.S.–Mexico border), what would
you conclude about changes over time in the
purpose of these barriers?”

CHM4E

ORIGINS TO THE FIFTEENTH CENTURY

435
 C. THE FIFTEENTH TO THE NINETEENTH
CENTURY
Grade 12, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

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. Politics and Conflict: analyse the impact of various political developments, including conflict within
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)

SPECIFIC EXPECTATIONS
C1. Society and Community their housing, the size of their families, the food
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

they ate, the clothes they wore, whether they were

FOCUS ON: Historical Significance; Historical literate, the level of freedom they had, whether
Perspective they went to school, their recreational pastimes)

By the end of this course, students will: Sample questions: “What was life like for a
slave living on a plantation in the southern
C1.1 identify some significant social developments United States or a serf living on a Japanese or
during this period, and explain how they affected European feudal manor? In what ways would
different groups (e.g., changes in the influence or the life of a slave or serf be different from that
power of social classes; the decline of feudalism; of a member of a wealthy merchant family in
the expansion of the transatlantic slave trade; Renaissance Italy? Are there any aspects of
European settlement in the “New World” and these people’s lives that would have been
consequent disruption of indigenous settlements/ similar?”
cultures; the witch hunts; the growth of cities)
C1.3 identify some reasons for the growth of cities
Sample questions: “What impact did colonialism
during this period, and explain some issues
have on the lives of indigenous peoples in North
and developments associated with their growth
and/or South America? What do European atti-
(e.g., overcrowding; slums; poor sanitation; the
tudes towards and actions affecting indigenous
development of shops and services, inns, taverns,
people reveal about the dominant social values
public squares, parks, markets)
of the time?”
Sample questions: “What sanitation arrange-
C1.2 compare significant aspects of the daily lives ments existed in cities during this period? What
of people of different social status during this impact did poor sanitation have on people’s
period (e.g., with reference to the work they did, health? Why did people not understand the

436
 importance of sanitation during this period?” did the British expel the Acadians from Atlantic
“What kinds of commercial opportunities Canada? What was the impact of this decision?”
emerged in response to population growth “What might have been the motivations for
in cities?” some First Nations to enter into alliances with
the different imperial powers?”

Adventures in World History

C2. Politics and Conflict
C3. Work and Economies
FOCUS ON: Cause and Consequence; Continuity and
Change FOCUS ON: Historical Significance; Continuity and
Change
By the end of this course, students will:
By the end of this course, students will:
C2.1 explain the impact of some key political
developments during this period (e.g., the fall C3.1 explain the significance of some key aspects
of the Aztec or Inca Empires; the expansion of the of the development of trade during this period
Ottoman or Mughal Empire, various European (e.g., the Columbian Exchange; triangular trade
empires, and/or African Kingdoms; new political and the transatlantic slave trade; commercial
ideas during the Enlightenment; the establishment institutions such as banks, the East India Company,
of republics in the United States, France, and Haiti; or the Hudson’s Bay Company; the growing influence
the enclosure movement) of mercantilism)
Sample questions: “What are some factors that Sample questions: “Who benefited the most
contributed to the overthrow of the old political from the increase of international trade during
system in France? What other countries experi- this time?” “What similarities and differences
enced significant changes in their political do you see between international trade at this
system or structures during this period? What time and the globalization of today’s economy?”
were some of the common elements in these “What was the impact of imperial control CHM4E
changes?” over natural resources in European colonies?
Who benefited from the development of these
C2.2 analyse some of the political, economic, resources? Who did not? In what ways has
and/or social consequences of European foreign ownership/control changed? In what
voyages of exploration and imperial expansion ways has it remained the same? How does it
during this period (e.g., the introduction of new continue to affect different countries today?”
products and/or cultural influences; the enrichment
of European powers; the decline of Mesoamerican C3.2 describe the work of different people in
and South American empires; epidemics among selected societies, and explain how they con-
Aboriginal people coming in contact with Europeans; tributed to those societies (e.g., with reference to
proselytising by European missionaries; resource African slaves, Aboriginal and European traders,
exploitation; expansion of the transatlantic slave merchants, artisans, stonemasons, blacksmiths,
trade) educators, soldiers, sailors, nuns and priests in the
“New World”, scientists, philosophers)
Sample questions: “What were some of the
intended and unintended consequences on Sample questions: “How important was the
African societies of the increase in exploration fur trade to the development of New France
and colonization of that continent? Why were and British North America? Who were the
some African nations more deeply affected key participants in the trade? What work did
than others?” “What are some of the long-term they do? How did the fur trade affect different THE FIFTEENTH TO THE NINETEENTH CENTURY
economic consequences of colonization? How groups?” “What role did apothecaries and
do they continue to play a role today?” midwives play before professional physicians
and nurses became common?”
C2.3 describe some significant conflicts, both
within and between countries, during this period,
and analyse their impact (e.g., the Thirty Years’ C4. Culture and Heritage
War; Spanish conquests in Mesoamerica and
FOCUS ON: Cause and Consequence; Historical
South America; civil wars in England; conflicts
Perspective
between imperial powers in North America,
including the role of their Native allies; the Great By the end of this course, students will:
Turkish War; the American, French, or Haitian
Revolution) C4.1 identify some key developments related to
Sample questions: “What effect did the combin- religion/spirituality in selected societies during
ation of the Inca Civil War and the Spanish this period, and explain some of their conse-
conquistadors have on the Inca Empire?” “Why quences (e.g., with reference to the Protestant and
437
 Catholic Reformations; the expulsion of Jews from C4.3 describe some key cultural developments
Spain; the witch hunts; the founding of Hasidic in various societies during this period, and
Judaism; the adoption of Confucianism during the explain their significance for the development
Qing Dynasty in China; the adoption of Buddhism of identity and/or heritage (e.g., buildings such as
Grade 12, Workplace Preparation

as the state religion in Japan; the spread of Christian temples, cathedrals, mosques, palaces, monuments;
missions in European colonies; challenges to developments in literature, painting, sculpture,
religious thought during the Enlightenment) music, or fashion)
Sample questions: “Why did Henry VIII ask the Sample questions: “What are some structures
pope to annul his first marriage? How did the built during this period that continue to be
king respond when his request was rejected? closely identified with the heritage of a particular
What were the long-term consequences of his society?” “What were some of the artistic
actions?” “What are some groups that have achievements associated with the Renaissance?
suffered religious persecution? What impact Why is this seen as such an important period
did it have on their lives?” of cultural production?”

C4.2 describe some key developments in science C4.4 analyse the contributions of some individuals
and/or technology during this period, and to the identity and/or heritage of different
explain their impact (e.g., development arising societies during this period (e.g., Samuel de
from the Scientific Revolution in Europe; develop- Champlain, Mathieu da Costa, Elizabeth I, Vasco da
ment in agriculture, weaponry, transportation Gama, Shah Jahan, Louis XIV, Toussaint Louverture,
technologies; the printing press; the steam engine; Michelangelo, Peter the Great, Shakespeare, George
developments in telescopes, microscopes, the Washington, Mary Wollstonecraft)
astrolabe)
Sample questions: “Why was Louis XIV called
Sample questions: “What was the long-term the Sun King? Do you think the term is appro-
impact on people’s lives of the development priate? Would all people in France and the
of the printing press?” “What criteria would French colonies have agreed with you?”
you use to rank the scientific contributions
of Leonardo da Vinci? Which of his ideas or
developments has had the most significant
impact? How did different people view the
work of Leonardo at the time? Why would
they have held these views?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

438
D. SINCE THE EARLY NINETEENTH
CENTURY

Adventures in World History

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Society and Community: analyse key causes and consequences of various social trends, develop-
ments, and movements in two or more societies in different regions of the world and at different
times since the nineteenth century (FOCUS ON: Historical Significance; Cause and Consequence)
D2. Politics and Conflict: analyse various political developments, including those related to international
conflict and cooperation, in some societies in different regions of the world and at different times
since the nineteenth century (FOCUS ON: Change and Continuity; Historical Perspective)
D3. Work and Economies: explain how various economic developments affected the development of
two or more societies in different regions of the world and at different times since the nineteenth
century (FOCUS ON: Cause and Consequence; Continuity and Change)
D4. Culture and Heritage: analyse the significance of various trends and developments related to
culture and heritage in two or more societies in different regions of the world and at different
times since the nineteenth century (FOCUS ON: Historical Significance; Historical Perspective)
CHM4E

SPECIFIC EXPECTATIONS
D1. Society and Community D1.2 explain some of the causes and consequences
of trends in migration during this period (e.g.,
FOCUS ON: Historical Significance; Cause and with reference to the forced migration of African
Consequence slaves, immigration to North America, refugees
displaced by war or famine, migrations from the
By the end of this course, students will: countryside into cities)
D1.1 identify some key social developments Sample questions: “What were some reasons
during this period, and analyse some of their why people immigrated to Canada or the
causes and consequences (e.g., changes in the United States during this period? What reception
roles of women, particularly in Western societies; did newcomers receive in these countries?
developments in public education; increasing What factors affected how they were received?”
urbanization; demographic changes related to birth “What are some ways in which immigration
rates or life expectancy; changes in recreational has affected the heritage or identity of some
activities) countries during this period?”
Sample questions: “Why did more people gain
D1.3 describe some social movements that
SINCE THE EARLY NINETEENTH CENTURY

access to education during this period? In what

developed during this period, and analyse
ways has the intent and purpose of public
their impact (e.g., with reference to labour,
education changed during this period?” “Why
women’s suffrage, civil rights, environmental,
have there been some significant changes in
indigenous peoples’, or peace movements)
social mores during this time period? What are
some of the consequences of these changes?” Sample questions: “What were some social
“How have attitudes towards the role of women movements that arose from concerns about
affected marriage and birth rates?” “Why has gender and racial equality? How widespread
life expectancy increased in much of the world were these movements?” “What impact did the
during this period? What impact has this labour movement have on ideas about recreation
change had on society and the environment?” and vacations?” “What are some strategies

439
 indigenous people have used during this period atomic, and nuclear weapons; fighter planes,
to promote their causes?” “How effective has bombers, missiles, and drones; casualty and
the environmental movement been in changing mortality rates; refugees; ethnic cleansing)
society’s attitude and behaviours during the Sample questions: “Why might some argue that
Grade 12, Workplace Preparation

past fifty years? Has its impact been global?” the dropping of the atomic bombs on Hiroshima
and Nagasaki was a turning point in the history
D2. Politics and Conflict of war?” “What impact has technology had on
warfare during this period?” “In what ways did
FOCUS ON: Change and Continuity; Historical the events of 9/11 change the nature of warfare
Perspective and conflict?” “In what ways have ethical
considerations related to the conduct of war
By the end of this course, students will: changed over the course of history?”

D2.1 explain major changes in political systems D2.4 explain how the actions of some individuals
in some countries during this period (e.g., the or groups during this period helped promote
formation of the Dominion of Canada; the estab- peace and/or contributed to conflict (e.g., with
lishment of communist governments in Russia and reference to Napoleon Bonaparte, Simón Bolívar,
China; fascism in Germany, Spain, or Italy; the Leopold II, Mohandas Gandhi, Adolf Hitler, Joseph
creation of independent states in former African Stalin, Rosa Parks, or Nelson Mandela; alliance
and Asian colonies; revolutions and military juntas systems; the Irish Republican Army; the League
in Latin America) of Nations or the United Nations [UN]; the
Sample questions: “How widespread was the International Red Cross / Red Crescent Society;
British Empire at the beginning of this period? pacifist/antiwar movements; peace and reconciliation
What were some factors that led to its demise? commissions; al-Qaeda)
To what extent do we still see the cultural, Sample questions: “What comparisons could
linguistic, social, and/or political influence you make about the rise and rule of Napoleon,
of the British Empire in the world today?” Hitler, and Stalin? What circumstances allowed
“What was the involvement of the American these men to act as they did?” “How did the
government in the 1973 coup d’état in Chile? hostile attitudes of some European leaders and
Why was the United States involved in the alliances between their nations contribute to
internal affairs of that nation?” World War I?” “Why did Nelson Mandela win
the Nobel Peace Prize? Was he always regarded
D2.2 describe various conflicts, both within and as a man of peace in South Africa? If not, how
between countries, during this period, and assess would you account for changes in the way he
their significance (e.g., revolutions of 1848; the was perceived?”
Great Game; the Opium Wars; the Boer Wars;
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

World War I and World War II; the Mexican, D2.5 describe some changes brought about by
American, or Spanish Civil War; the Russian colonial, nationalist, and anticolonial forces
Revolution; the Cold War; conflict in the Middle during this period, and analyse their impact
East; the War on Terror) on people’s identity (e.g., the Scramble for Africa;
Sample questions: “Which do you think was of wars of independence in South America; Japan’s
greater historical significance – World War I or invasion of Korea and Manchuria; the partition of
World War II? What criteria would you use to India; the founding of Israel; the War in Vietnam;
make that determination?” “How was the Cuban ethnic cleansing; the creation of independent
Missile Crisis linked to the Cold War? What nations in Africa; the impact of Palestinian or
impact did this crisis have on Cuba? The United Quebec nationalism; the dissolution of the Soviet
States? The Soviet Union? How did each of those Union and/or Yugoslavia)
countries view the crisis? How would you Sample questions: “Why did some imperial
account for the differences? How does this powers choose to limit citizenship rights in
conflict continue to play a role in relations their colonies? Why did some people view this
between Cuba and the United States?” as an appropriate approach? How did different
groups challenge such policies?” “When you
D2.3 identify ways in which warfare changed analyse the beliefs and goals of Irish, Indian,
during this period, and between this period and Quebec nationalists, what similarities and
and earlier ones (e.g., with reference to chemical, differences do you find?”

440
D2.6 analyse some key developments related D3.3 explain how some developments in tools
to human rights during this period (e.g., the and machines during this period affected the
emancipation of slaves in the British Empire and way people worked (e.g., with reference to the
the United States and serfs in Russia; the extension cotton gin, power looms, farm machinery, robotics,
of the vote to women in many countries; the Geneva domestic appliances, computers)

Adventures in World History

Conventions; the Holocaust, Holodomor, or other
Sample questions: “What technological develop-
genocides; the end of segregation in the United
ment do you think had the greatest impact on
States or apartheid in South Africa; human rights
the way people worked? Why?” “What are
non-governmental organizations)
some ways in which electrification and new
Sample questions: “How important do you appliances changed the way work was done
think UN declarations such as the Declaration of in the home? How did they affect family
the Rights of the Child and the Declaration on spending and the roles of men and women
the Rights of Indigenous Peoples are for human in the household?”
rights around the world?” “Do you think that,
overall, human rights have improved during D3.4 identify some key economic developments
this period? What are some forces that still over the past century, and analyse their signifi-
present a challenge to the struggle for human cance (e.g., with reference to the Great Depression,
rights?” “Who are some people and groups the postwar economic recovery of Japan, the ex-
who fought for, or are fighting for, for human pansion of the size and power of multinational
rights?” corporations, oil crises, trade pacts, globalization,
deindustrialization in many Western countries, the
rise of the economies of China and India)
D3. Work and Economies
Sample questions: “What nations have had the
FOCUS ON: Cause and Consequence; Continuity and strongest economies during this period? How
Change has the list changed over time, and why?”
“Why have manufacturing jobs in Canada
CHM4E
By the end of this course, students will: declined in the past few decades?”

D3.1 explain some of the main causes and conse-

quences of the Industrial Revolution (e.g., causes: D4. Culture and Heritage
technological innovation, availability of capital,
availability of labour; consequences: changes FOCUS ON: Historical Significance; Historical
in work, child labour in factories, environmental Perspective
degradation, demand for raw materials, creation
of industrial towns, growth of the middle class) By the end of this course, students will:

Sample questions: “What were working condi- D4.1 analyse the role that religion/spirituality has
tions like for children in early factories? How played in selected societies during this period
would these conditions compare to those facing (e.g., the role of religion in government, education,
child labourers today?” “How did industrializ- culture; religion and social reform; religious conflicts;
ation contribute to the rapid development of Islamic theocracies)
Canada and the United States?” Sample questions: “How have differences related
to religion contributed to regionalism in the
D3.2 describe changes in selected trades and
United States?” “What interrelationships do
professions over time (e.g., with reference to
you see between religion and social and political
wages, hours, working conditions; women’s entry
change during this period? How has religion
into the professions; the introduction of assembly
contributed to social change during this period?
lines; the role of unions; changes in educational
How has religion led to social/political tensions
SINCE THE EARLY NINETEENTH CENTURY

and/or training requirements)

and other challenges?”
Sample questions: “Why did Emily Stowe
attend medical school in the United States D4.2 describe some key developments in science
rather than in her native Canada?” “What were and/or technology during this period, and
some of the consequences for workers of the analyse their impact on people’s lives (e.g., with
introduction of the assembly line? What changes reference to the widespread acceptance of germ
have occurred with respect to the assembly line theory; medical developments such as insulin,
over the past thirty years? How have these vaccines, penicillin; the telephone; airplanes
changes affected workers?” “How have unions and automobiles; electric lights and appliances;
benefited workers during this period? Why agricultural machinery; radio and television;
have some groups been critical of the power nuclear power; computers and the Internet; the
of unions?”

441
 mapping of DNA; the development of genetically
modified organisms)
Sample questions: “In what ways have develop-
ments in flight affected the lives of people
Grade 12, Workplace Preparation

around the world?” “What are some ways

in which science has contributed to human
health during this period?” “How has the rise
of computers, digital technology, and social
media changed the ways in which many people
interact with each other? How might different
groups of people view these changes? What
might account for differences in their opinions?”
“How have technological advances contributed
to a widening of the gap between the haves and
the have nots?”

D4.3 describe some significant developments in

popular culture during this period (e.g., movies;
organized sports; comic books; developments in
popular music, fashion; video games; advertising),
and analyse similarities and differences in
popular culture between this period and earlier
times (e.g., with reference to sports/athletics;
celebrity gossip; fashion; propaganda; symbols)
Sample questions: “What impact have concerns
about human and animal welfare had on modes
of entertainment over time?” “Are organized
sports and the fans and factions that follow
them a recent development?” “What social and
political conditions contributed to the resurgence
in popularity of superheroes since the first
decade of the twenty-first century? Why do
superheroes continue to be so significant in
popular culture?” “What are some ways in
which music and fashion became associated
with different social groups and their beliefs
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and values during this period?”

442
LAW
INTRODUCTION
Law is intended to ensure fairness and to promote and maintain justice in society. Legal
studies focuses on how rules are created, how they evolve, and how they are enforced
and adjudicated within the legal system. Through the study of law, students examine how
various forces shape law, and how law shapes interactions between and among people,
institutions, and governments. The study of law enables students to develop an under-
standing of various areas of law, the relevance of law to everyday life, and the influence
of entrenched rights and responsibilities on the Canadian legal system.

Strands
The Grade 11 and 12 law courses each have five strands. In all of these courses, strand A,
The Inquiry Process and Skill Development in Legal Studies, is followed by four content
strands, which are organized thematically.

Citizenship Education
The expectations in the Grade 11 and 12 law courses provide opportunities for
students to explore a number of concepts connected to the citizenship education
framework (see page 13).

443
 The Concepts of Legal Thinking
The four concepts of legal thinking – legal significance, continuity and change, interrelationships, and
legal perspective – underpin thinking and learning in all law courses in the Canadian and world studies
program. At least one concept of legal thinking is identified as the focus for each overall expectation
in strands B–E of these courses. The following chart describes each concept and provides sample
questions related to it. These questions highlight opportunities for students to apply a specific concept
in their studies. (See page 16 for a fuller discussion of the concepts of disciplinary thinking.)

Legal Significance
Law

This concept requires students to determine the importance of key legal principles, cases, social forces,
and events in the evolution of law. Legal significance is usually determined by the impact that a law, court
decision, or legal principle has on legal structures and/or the lives of citizens, or by the impact of social
and/or political forces on the development of law.

Related Questions*
− What aspect of human rights was addressed in the Oakes case (1986)? What impact did the Supreme
Court of Canada decision in that case have on Canadian law relating to subsequent Charter challenges
to human rights violations? (CLU3M, C1.3)
− Why is it important for an accused person to be considered “innocent until proven guilty”? (CLU3E, B1.3)
− Should people be legally required to vote in an election? (CLU3E, C1.1)
− What are some issues in employment or contract law that you might have to deal with in your everyday
life? What forms of legal assistance are available to help you deal with them? (CLN4C, B1.2)

Continuity and Change

This concept requires students to analyse how and why laws, justice system structures and practices,
legal precedents, and legislative agendas change over time. Students consider forces that reinforce
continuity and factors that have both short-term and long-term effects on legal systems and the
administration of justice.

Related Questions
− How did Donald Marshall’s overturned conviction (in 1983) affect rules governing judicial procedures
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

in the Canadian criminal justice system? (CLU3M, B4.3)

− What legal changes are currently being considered to combat cyberbullying? (CLU3E, B2.4)
− Why was Ontario’s Environmental Bill of Rights (1993) considered groundbreaking in terms of
environmental law? (CLN4U, E2.1)
− How have specific events such as the 9/11 attacks changed laws and regulations related to security?
(CLN4C, D3.2)

* The “related questions” are drawn directly from the overview charts that precede the Grade 11 and 12 law courses and
from the sample questions that accompany many specific expectations.

444
Interrelationships
This concept requires students to consider how laws affect society and how society affects laws. Students
examine the roles of the different branches of government in the development of law in Canada and how
laws affect or accommodate different groups. In addition, this concept requires students to consider the
interactions between various sides in trials and other legal disputes.

Related Questions
− How does family law reflect societal values, beliefs, and norms? (CLU3M, Overview)
− How can individuals and groups in Canada influence the executive and legislative branches of government
to bring about legal change? (CLU3M, B3.1)

Law
− What are some key influences on the development of law? (CLN4U, Overview)
− What constitutes a reasonable limitation of free speech in a democracy? (CLN4C, C1.2)
Legal Perspective
This concept requires students to consider legal principles such as fairness, justice, equality, the presumption
of innocence, and the rule of law when analysing a variety of legal issues, controversies, and cases. Students
will also come to understand the role of law in balancing competing rights and freedoms.

Related Questions
− What are some examples of current media coverage of issues in Canadian criminal law? In your view,
how accurate and/or appropriate is this media coverage? (CLU3M, E3.4)
− Why did the courts rule against both Sue Rodriguez (in Rodriguez v. British Columbia) and Robert
Latimer (in R. v. Latimer [1997 and 2001]) despite considerable public sympathy for their positions?
(CLU3E, C2.2)
− What is the role of the courts in balancing competing rights and freedoms? (CLN4U, C3.1)
− In view of developments in technology, are existing laws adequate to protect individuals, corporations,
and governments from invasions of privacy? Why or why not? (CLN4U, E4.1)
− What happens legally when human rights compete with each other? (CLN4C, Overview)

INTRODUCTION

445
 The Inquiry Process in Legal Studies
In each law course in the Canadian and world studies curriculum, strand A focuses explicitly on the
inquiry process in legal studies, guiding students in their investigation of laws and regulations, rights
and freedoms, court decisions, and legal concepts, processes, and issues. This inquiry process is not
intended to be applied in a linear manner: students will use the applicable components of the process
in the order most appropriate for them and for the task at hand. Although strand A covers all of the
components of the inquiry process, it is important to note that students apply skills associated with
the inquiry process throughout the content strands in each course. (See page 32 for a fuller discussion
of the inquiry process in the Canadian and world studies program.)
Law

The following chart identifies ways in which students may approach each of the components of the
inquiry process in legal studies.

Formulate Questions
Students formulate questions:
− to explore various issues, concepts, laws and regulations, and legal cases that are related to the overall
expectations in order to identify the focus of their inquiry
− to help them determine which key concept (or concepts) of legal thinking is relevant to their inquiry
− that reflect the selected concept(s) of legal thinking
− to develop criteria that they will use in evaluating evidence and information; in making judgements,
decisions, or predictions; in reaching conclusions; and/or in solving problems
Gather and Organize
Students:
− collect relevant evidence and information from a variety of primary sources and secondary sources,a
including community resourcesb
− determine if their sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the evidence and information they have gathered
− record the sources of the evidence and information they are using
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− decide whether they have collected enough evidence and information for their inquiry

a. Primary sources may include, but are not limited to, legal cases, legislation, policy documents, and treaties. Secondary
sources may include, but are not limited to, analyses of legal opinions, editorials, news articles, reference books, and
documentaries and other films. Depending on the context, digital sources, including social media and websites, can be
either primary or secondary sources.
b. Community resources may include, but are not limited to, a range of resources from community groups and associations,
government or law offices, and non-governmental organizations.

446
Interpret and Analyse
Students:
− analyse evidence and information, applying the relevant concepts of legal thinking (see preceding
chart)
− use different types of tools to help them interpret and/or analyse their evidence and information
− identify the key points or ideas in each source
− interpret data and representations of data (e.g., graphs, matrices, statistical tables) to help them analyse
issues, events, and/or developments
− analyse their sources to determine the importance of an issue, law, and/or legal decision for individuals
and/or groups, including different groups

Law
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize evidence and information and make informed, critical judgements based on that evidence
and information
− make connections between different factors and contexts when analysing issues, developments, laws,
and/or legal decisions
− determine the short- and long-term impact of issues, laws and regulations, practices, and/or legal
decisions for different individuals, communities, groups, and/or regions
− assess the ethical implications of issues, laws, and/or legal decisions
− reach conclusions about the subject of their inquiry, and support them with their evidence
− make predictions based on their evidence and/or information

Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, multimedia) for different audiences and purposes
− communicate their arguments, conclusions, and predictions clearly and logically
− use legal terminology and concepts correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

447
Understanding Canadian Law,
Grade 11
University/College Preparation CLU3M

This course explores Canadian law, with a focus on legal issues that are relevant to the
lives of people in Canada. Students will gain an understanding of laws relating to rights
and freedoms in Canada; our legal system; and family, contract, employment, tort, and
criminal law. Students will develop legal reasoning skills and will apply the concepts of
legal thinking and the legal studies inquiry process when investigating a range of legal
issues and formulating and communicating informed opinions about them.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. The Inquiry Process and Skill Development in Legal Studies

Overall Expectations
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts
of legal thinking when investigating law and legal issues in Canada

A2. Developing Transferable Skills: apply in everyday contexts skills developed through the
study of law, and identify careers in which a background in law might be an asset
(continued)

449
 Overview (continued)
Grade 11, University/College Preparation

Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

B. Legal Foundations

B1. Legal Principles: explain the role and importance of Law is based on principles What is just? What is fair?
law and the fundamental principles of justice in Canada derived from society’s beliefs
How does the judiciary
(FOCUS ON: Legal Significance) about what is fair and just.
hold the legislative and
B2. Legal Heritage: demonstrate an understanding Legal systems of the past executive branches
of early laws and legal systems and their relationship to have influenced the constitutionally
the Canadian legal system (FOCUS ON: Interrelationships) Canadian legal system. accountable for their
actions?
B3. Legal Roles and Responsibilities: analyse the role Canadian law is admin­
and function of individuals, groups, and governments istered by individuals and How has the law changed
in Canadian law (FOCUS ON: Legal Significance; groups working together and how has it stayed the
Interrelationships; Legal Perspective) within the justice system. same?
B4. Development of Law: analyse and describe how Law changes over time in
various social, scientific, and technological factors have response to a variety of
influenced and continue to influence the development factors, including what
of Canadian law (FOCUS ON: Legal Significance; society values and believes
Continuity and Change) in, technological advances,
and political trends.

C. Rights and Freedoms

C1. Human Rights: explain the legal significance of the The Canadian Bill of Rights, Why are human rights
Canadian Bill of Rights, the Ontario Human Rights Code, the Ontario Human Rights laws important?
the Canadian Charter of Rights and Freedoms, and the Code, the Canadian Human
How do diversity and
Canadian Human Rights Act (FOCUS ON: Legal Rights Act, and the
changing beliefs about
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Significance) Canadian Charter of Rights

gender equality, freedom
and Freedoms represent
of expression, and
Canadian beliefs about what
freedom of religion
constitutes a human right.
influence Canadian law?
C2. Development of Human Rights Law: analyse how Canadian human rights laws
various factors have influenced and continue to and their interpretation by Does Canadian law
influence the development of human rights law in the courts are influenced by provide adequate
Ontario and Canada (FOCUS ON: Continuity and Change) changing societal values, protection of human
technological developments, rights?
and political trends. What happens legally
C3. Protecting Rights and Freedoms: analyse the Balancing minority and when different rights
relationship between the formal, legal recognition of majority rights is a principle compete with each other?
rights and freedoms in Canada and how those rights are in Canadian human rights
interpreted and protected in practice (FOCUS ON: Legal legislation.
Significance; Interrelationships; Legal Perspective)

C4. Legal Limitations of Human Rights: analyse Canadian law attempts to

situations in which it may be appropriate to limit rights achieve a balance between
and freedoms, and explain the arguments for and the good of society as a
against such limitations (FOCUS ON: Legal Significance; whole and the rights and
Legal Perspective) freedoms of individuals.

* See page 17 for a discussion of the purpose of big ideas and framing questions.
450
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

D. Civil Law

Understanding Canadian Law

D1. Introduction to Tort Law: analyse the legal Tort law provides Why is civil law necessary?
foundations of tort law; the factors influencing its compensation for people
Why is a greater degree
development; and the role of individuals, groups, and who have been injured by
of proof of guilt required
courts in its processes (FOCUS ON: Legal Significance) the wrongdoing of those
in a criminal case than in
who had a duty of care.
a civil case?
D2. Introduction to Family Law: analyse the legal Family law exists to protect
foundations of family law; the factors influencing its all members in domestic How does family law
development; and the role of individuals, governments, relationships, even when reflect societal values,
and courts in its processes (FOCUS ON: Legal Significance; the relationships end. beliefs, and norms?
Continuity and Change) Does the law adequately
D3. Introduction to Employment Law: analyse the Employment law attempts protect workers?
legal foundations of employment law; the factors to balance the rights of How do labour laws reflect
influencing its development; and the role of employers, business owners and the influence of unions?
employees, and the courts in its processes (FOCUS ON: workers.
Interrelationships; Legal Perspective) What criteria should
you use when deciding
D4. Introduction to Contract Law: analyse the legal Contract law outlines whether to sign a contract?
foundations of contract law; the factors influencing its voluntary legal
development; and the role of individuals, groups, and obligations between two
the courts in its processes (FOCUS ON: Legal Significance; people or two groups. CLU3M
Continuity and Change; Legal Perspective)

E. Criminal Law

E1. Foundations of Criminal Law: explain the Criminal law is based on the Is the Youth Criminal
foundational concepts of criminal law and their principle that all members Justice Act a “good” law?
legal significance (FOCUS ON: Legal Significance) of society deserve to be What criteria can we use
protected from wrongdoing. to judge whether a law
is “good”?
E2. Legal Processes and Procedures: describe the The rules governing the
structures and key roles and processes of the Canadian criminal trial process How are the rights of the
criminal justice system and explain key interrelationships represent an attempt to accused protected during
among them (FOCUS ON: Interrelationships) balance the rights of the a trial?
accused and the rights of
the victim and society. Do punishments fit the
crime?
E3. Criminal Justice System: assess the ability of the There are different
Canadian criminal justice system to provide appropriate perspectives on how Should a prisoner have
and even-handed justice to people living in Canada effectively the Canadian rights?
(FOCUS ON: Legal Perspective) criminal justice system How do the media
achieves a balance influence perceptions
between crime control and expectations related
and prevention on the one to a criminal trial and legal
hand and the principles procedures?
of justice, fairness, and the
protection of individual What are some changes
rights on the other. that have occurred in
ideas about criminal
E4. Development of Criminal Law: analyse how various Precedent-setting legal justice in Canada? What
factors have influenced the development of Canadian cases, scientific advances, are the reasons for the
criminal law (FOCUS ON: Legal Significance; Continuity and societal trends have changes?
OVERVIEW

and Change) led to changes in Canadian

criminal law and the
criminal justice system.

451
 A. THE INQUIRY PROCESS AND SKILL
Grade 11, University/College Preparation

DEVELOPMENT IN LEGAL STUDIES

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of
legal thinking when investigating law and legal issues in Canada;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study
of law, and identify careers in which a background in law might be an asset.

SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies Sample question: “Why is it important to
analyse multiple interpretations of cases on
Throughout this course, students will: a given issue?”
A1.1 formulate different types of questions to A1.5 use the concepts of legal thinking (i.e., legal
guide investigations into law and legal issues in significance, continuity and change, interrela-
Canada (e.g., factual questions: What are some of tionships, and legal perspective) when analysing,
the key defences for intentional torts?; comparative evaluating evidence about, and formulating
questions: What are the similarities and differences conclusions and/or judgements regarding legal
between the rights of alleged victims of crime and issues (e.g., use the concept of legal significance
alleged perpetrators of crime?; causal questions: when analysing why the Oakes case (1986) is
What are some consequences for the legal system considered a landmark case on rights and freedoms
of the entrenching of the Canadian Charter of in Canada; use the concept of continuity and
Rights and Freedoms in the Canadian Constitution?) change when investigating legal disputes in the
past few decades over treaties between First
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.2 select and organize relevant evidence and

Nations communities and Canadian governments;
information from primary and secondary
apply the concept of interrelationships to help
sources (e.g., primary: case law, legislation,
them assess some of the tensions that exist between
interviews; secondary: websites, journals,
upholding the legal rights of the accused [e.g., the
newspaper articles)
right to bail] and addressing societal expectations
[e.g., expectations regarding community protection
A1.3 assess the credibility of sources relevant
from possible future offences]; apply the concept of
to their investigations (e.g., establish criteria
legal perspective when investigating various legal
to help determine the reliability, accuracy, and
issues related to use of the Internet)
relevance of information; compare how the
evidence is constructed or interpreted in different Sample questions: “What concept (or concepts)
sources; consider the influence of factors such as of legal thinking would be the most appropriate
bias, audience, purpose, context, and values) to consider when investigating the issue of
consent in sexual assault cases? Why would
A1.4 interpret and analyse legal issues (e.g., related you choose that particular concept (those
to practices such as polygamy, same-sex marriage, particular concepts)?”
hate speech, human trafficking) using evidence
and information relevant to their investigations A1.6 evaluate and synthesize their findings to
and a variety of tools and strategies, and taking formulate conclusions and/or make informed
into account relevant legal theories and ethical judgements or predictions about legal issues
and equity concerns they are investigating
Sample question: “What are the key legal
considerations influencing a government

452
 decision to legislate mandatory minimum A2. Developing Transferable Skills
sentences for some specified offences?”
Throughout this course, students will:
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.1 describe ways in which investigations related
to law can help them develop skills, including

Understanding Canadian Law

as appropriate for the audience and purpose
(e.g., a mock trial based on an actual Canadian the essential skills in the Ontario Skills Passport
human rights case; a presentation on the changes (e.g., graphing, oral communication, technological,
that have occurred in Canada around the definition numeracy, literacy, decision-making skills), that
of marriage; an essay on the influence of historical can be transferred to postsecondary opportun-
legislation on the Constitution Act, 1982; a blog ities, the world of work, and everyday life
on current legal issues related to workplace health
A2.2 apply in everyday contexts skills and work
and safety and young workers; a debate about the
habits developed through and relevant to the
influence of media on public perceptions of how
study of law (e.g., critical-thinking skills used
the Canadian justice system works)
to evaluate the validity of arguments, reasoning
A1.8 use accepted forms of documentation (e.g., skills used to draw inferences from evidence, oral
endnotes or footnotes, author/date citations, reference communication skills)
lists, bibliographies, credits) to acknowledge
A2.3 use the concepts of legal thinking when
different types of sources (e.g., legal references
analysing current events related to legal issues
[case law, legislation], websites, blogs, books, articles,
in order to enhance their understanding of these
journals, newspapers, oral evidence/interviews,
events and their role as informed citizens (e.g.,
archival sources)
to identify competing rights relevant to controversial
A1.9 use terminology appropriate to the audience issues; to understand rulings related to due process
and purpose when communicating the results and the admissibility of evidence in trials)
of their investigations (e.g., vocabulary specific
CLU3M
A2.4 identify careers in which a law background
to their inquiry; terminology related to the law and
might be useful (e.g., police or peace officer, court
legal processes)
reporter, corrections officer, game warden, lawyer,
paralegal worker, politician, journalist, policy
analyst, staff member of a non-governmental
organization, city clerk, coroner)

THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES

453
 B. LEGAL FOUNDATIONS
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Legal Principles: explain the role and importance of law and the fundamental principles of justice
in Canada (FOCUS ON: Legal Significance)
B2. Legal Heritage: demonstrate an understanding of early laws and legal systems and their relationship
to the Canadian legal system (FOCUS ON: Interrelationships)
B3. Legal Roles and Responsibilities: analyse the role and function of individuals, groups, and
governments in Canadian law (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
B4. Development of Law: analyse and describe how various social, scientific, and technological factors
have influenced and continue to influence the development of Canadian law (FOCUS ON: Legal
Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Legal Principles B2. Legal Heritage
FOCUS ON: Legal Significance FOCUS ON: Interrelationships

By the end of this course, students will: By the end of this course, students will:

B1.1 explain categories of law (e.g., public versus B2.1 describe how early legal systems (e.g., as
private, substantive versus procedural), areas of reflected in the Code of Hammurabi, Mosaic law,
law (e.g., criminal, constitutional, administrative, Roman law, First Nations customs, treaties, early
tort, family, contract, labour, environmental), and adversarial system, Magna Carta) have influenced
the role of law in Canadian society (e.g., to protect Canadian law
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

public order; to protect human rights; to resolve

Sample question: “Influences on Canadian law
disputes; to facilitate orderly change; to protect the
include the Hammurabic, Mosaic, and Roman
environment)
legal codes. Which of these three early systems
is most strongly reflected in modern Canadian
B1.2 explain the fundamental principles of justice
criminal law?”
in Canada and their significance in the legal
system, including the rule of law, parliamentary
B2.2 explain the relationship between Roman law
supremacy, the presumption of innocence, the
and codes of law developed from it (e.g., the Code
principle of equality before the law, the right of
of Justinian, the Napoleonic Code, the Quebec
habeas corpus, elements in establishing degrees
Civil Code)
of liability (e.g., intent, recklessness, negligence, mens
rea, actus reus), and the rule of judicial precedent B2.3 analyse how legislation of the past (e.g., the
Royal Proclamation of 1763; the Quebec Act, 1774;
B1.3 describe the structure of the Canadian court
the British North America Act, 1867; the Statute
system, including the function and status of
of Westminster, 1931) influenced Canada’s
each court within the hierarchy of the legal
Constitution (1982)
system

454
 B3. Legal Roles and Responsibilities B4.2 evaluate the responsiveness of Canadian
legislation to societal issues (e.g., protection of
FOCUS ON: Legal Significance; Interrelationships; Legal privacy, protection of intellectual property) raised
Perspective by developments in science (e.g., advances in
human genetics, new understanding of the effects
By the end of this course, students will:

Understanding Canadian Law

of toxic/harmful substances) and technology (e.g.,
advances in information and communications
B3.1 describe the roles of the three branches of
technology)
government (i.e., executive, legislative, judicial)
in the Canadian legal system and how the roles
B4.3 explain how points of view and issues
are interrelated
associated with diverse groups and individuals
Sample questions: “How can individuals and (e.g., John Diefenbaker, Donald Marshall, Tommy
groups in Canada influence the executive and Douglas, Elijah Harper, Cindy Blackstock, Pierre
legislative branches of government to bring Elliott Trudeau, Mothers Against Drunk Driving,
about legal change?” “What role does your local Women’s Legal Education and Action Fund, the
member of Parliament play in the creation of Famous Five) have influenced the development
new laws?” of law in Canada
Sample questions: “What legal issues relating
B3.2 explain the legal significance of some key
to Aboriginal people were highlighted by Elijah
aspects of the Canadian Constitution (e.g., the
Harper’s opposition to the proposed Meech
division of powers between the federal and provincial
Lake Accord? What were some of the immediate
levels of government, the Canadian Charter of
and longer-term outcomes of his actions?” “How
Rights and Freedoms, the amending formula, the
did Donald Marshall’s overturned conviction
recognition of Aboriginal rights, residual powers)
(in 1983) affect rules governing judicial proced-
ures in the Canadian criminal justice system?”
B3.3 analyse the impact of the Canadian Charter of
“How did the Ad Hoc Committee of Canadian CLU3M
Rights and Freedoms on the role and influence
Women on the Constitution influence the
of the judiciary in Canada’s legal system
content of the Canadian Charter of Rights and
Sample questions: “Has the relationship between Freedoms?” “How did the advocacy of Sandra
Parliament and the judiciary changed since the Lovelace and Mary Two-Axe Early lead to
enactment of the Charter? If so, (a) in what revision of the Indian Act?”
ways, and (b) how significant are the changes?”
B4.4 describe how legislation and recent land-
B3.4 identify the roles and responsibilities of mark cases relating to First Nations, Métis, and
various individuals and groups within the Inuit peoples have influenced the circum-
Canadian justice system (e.g., individuals have stances of Aboriginal people and the
a responsibility to know the law and not to partici- interpretation of Aboriginal rights in Canada
pate in a crime; corporations have a responsibility (e.g., the Royal Proclamation of 1763; Numbered
to comply with government regulations in the Treaties; the Indian Act and its amendments; the
conduct of their business; governments have a creation of Nunavut; R. v. Drybones, 1970; R. v.
legal obligation to create and enforce measures Sparrow, 1990; R. v. Moses, 1992; Delgamuukw
to protect citizens from avoidable harm) v. British Columbia, 1997; Bazley v. Curry, 1999;
R. v. Marshall [No. 1], 1999; R. v. Powley, 2003;
Tsilhqot’in Nation v. British Columbia, 2014)
B4. Development of Law
FOCUS ON: Legal Significance; Continuity and Change

By the end of this course, students will:

B4.1 explain how evolving societal attitudes and

values have promoted or prevented changes to
Canadian law (e.g., in laws relating to censorship,
gambling, environmental protection, workplace
LEGAL FOUNDATIONS

safety, marriage, the use of marijuana, capital

punishment, abortion, prostitution, polygamy)

455
 C. RIGHTS AND FREEDOMS
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Human Rights: explain the legal significance of the Canadian Bill of Rights, the Ontario Human
Rights Code, the Canadian Charter of Rights and Freedoms (the Charter), and the Canadian Human
Rights Act (FOCUS ON: Legal Significance)
C2. Development of Human Rights Law: analyse how various factors have influenced and continue
to influence the development of human rights law in Ontario and Canada (FOCUS ON: Continuity
and Change)
C3. Protecting Rights and Freedoms: analyse the relationship between the formal, legal recognition
of rights and freedoms in Canada and how those rights are interpreted and protected in practice
(FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
C4. Legal Limitations of Human Rights: analyse situations in which it may be appropriate to limit
rights and freedoms, and explain the arguments for and against such limitations (FOCUS ON: Legal
Significance; Legal Perspective)

SPECIFIC EXPECTATIONS
C1. Human Rights Sample questions: “What legal remedies are
available to help members of groups who face
FOCUS ON: Legal Significance barriers to employment or career advancement
(e.g., women, people with disabilities, LGBT
By the end of this course, students will:
persons, single parents, racial/ethnic minorities)?
C1.1 identify the protections provided by the How have some laws addressed these barriers?
Charter and provincial and federal human What are some ways in which these laws may
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

rights codes (e.g., Charter: protections related to need to be strengthened?” “What are some
freedom of religion, freedom of expression, mobility legal actions that have been taken in Canada to
rights, equality rights, democratic rights; human respond to ethnically motivated hate crimes
rights codes: protections related to prohibited (e.g., crimes such as assaults on Asian Canadian
grounds of discrimination in workplaces, by anglers, James Keegstra’s denial of the
organizations, and between individuals) and Holocaust)? In the Keegstra case, what
explain their significance competing rights were involved?”

Sample questions: “Which Charter right C1.3 describe the legal instruments and procedures
ensures that Canadians have the opportunity available for resolving complaints regarding
to participate in regular elections?” “What human rights violations under the Ontario
are the prohibited grounds of discrimination Human Rights Code, the Charter, and the
identified in the Ontario Human Rights Code?” Canadian Human Rights Act (e.g., tribunals,
commissions, Charter challenges, government
C1.2 describe historical and contemporary barriers acknowledgement or apology, compensation)
to the equal enjoyment of human rights in
Canada (e.g., unequal access to voting rights; Sample questions: “What aspect of human
discrimination based on the grounds of race, gender, rights was addressed in the Oakes case (1986)?
gender identity; geographic isolation; unequal What impact did the Supreme Court of Canada
access to education; residential schools; the Indian decision in that case have on Canadian law
Act) and the laws intended to help people relating to subsequent Charter challenges to
overcome such barriers (e.g., the Canadian human rights violations?”
Bill of Rights, the Ontario Human Rights Code,
the Canadian Human Rights Act)

456
 C2. Development of Human Rights Law C3. Protecting Rights and Freedoms
FOCUS ON: Continuity and Change FOCUS ON: Legal Significance; Interrelationships; Legal
Perspective
By the end of this course, students will:
By the end of this course, students will:

Understanding Canadian Law

C2.1 explain the concepts of justice, equity, and
inclusiveness and the ways in which they C3.1 explain the significance for human rights in
influence human rights law in Ontario and Canada of historical and contemporary laws
Canada (e.g., through the requirement for procedural and judicial and other inquiries/commissions
fairness, the principle of protecting and expanding (e.g., Chinese Head Taxes; Ontario Regulation 17;
existing rights, the principle of providing equal the War Measures Act [specifically, the power it
access to justice for people in isolated communities grants government to override individual rights in
and for marginalized/disadvantaged groups) times of “national emergency”]; the Canadian
Human Rights Act; the Ontario Human Rights
C2.2 analyse how various social factors have Code; Royal Commissions on Bilingualism and
contributed to change over time in Canadian Biculturalism, the Status of Women, or Aboriginal
human rights law (e.g., factors such as changing People; the Marshall Inquiry; the Indian Residential
social values, the impact of technological develop- Schools Truth and Reconciliation Commission)
ments, increasing environmental awareness,
changing demographics, changing social attitudes C3.2 assess from a legal perspective the differences
underpinning the findings and recommendations between the rights protections entrenched in the
of the Royal Commission on the Status of Women Constitution Act, 1982, and the rights protection
in Canada) afforded by earlier legislation such as the
Canadian Bill of Rights
C2.3 analyse and describe how the actions of
various individuals and groups have contributed C3.3 explain how human rights legislation and CLU3M
to the development of human rights law in the courts attempt to balance minority and
Canada (e.g., Clara Brett Martin, Viola Desmond, majority rights (e.g., through provisions regarding
Richard Sauvé, Neil Stonechild, Henry Morgentaler, reasonable accommodation; through provisions
Delwin Vriend, the Association in Defence of the regarding alternative sentencing practices for First
Wrongfully Convicted, the Assembly of First Nations, Métis, and Inuit people; through provisions
Nations, the John Howard Society, the Canadian regarding the ability to exercise the right to minority
Civil Liberties Association) language education)

C2.4 analyse landmark cases related to human

rights law in Canada and assess their significance C4. Legal Limitations of Human Rights
(e.g., cases related to women’s rights [the Persons
FOCUS ON: Legal Significance; Legal Perspective
Case]; assisted suicide [Rodriguez v. British
Columbia (Attorney General), 1993]; religious By the end of this course, students will:
discrimination [Roncarelli v. Duplessis, 1959];
racial profiling [R. v. Brown, 2003]; rights of the C4.1 analyse from a legal perspective situations
disabled [R. v. Latimer, 1997]; wrongful convic- in which a right or freedom may be limited in
tion/exclusion of evidence [the case of Donald Canadian law (e.g., with reference to section 1 and
Marshall, Jr., 1983]; wrongful conviction/role of section 33 in the Canadian Charter of Rights and
forensic evidence [the cases of David Milgaard, Freedoms, decisions by courts and human rights
William Mullins-Johnson, or Guy Paul Morin]; commissions, anti-terrorism legislation)
young people claiming equal social assistance
[Gosselin v. Quebec, 2002]) C4.2 evaluate the legal arguments used to justify
Sample questions: “What are the similarities laws limiting individual rights and freedoms
and differences in the role played by forensic (e.g., laws against promotion of hatred and incite-
evidence in the Milgaard, Morin, and Mullins- ment to violence) or institutional and/or police
Johnson cases? Which case has had the most powers (e.g., laws against invasion of privacy,
RIGHTS AND FREEDOMS

significant impact on Canadian law regarding laws related to youth crime)

the admissibility and credibility of forensic
evidence in a criminal trial?”

457
 D. CIVIL LAW
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Introduction to Tort Law: analyse the legal foundations of tort law; the factors influencing its
development; and the role of individuals, groups, and courts in its processes (FOCUS ON: Legal
Significance)
D2. Introduction to Family Law: analyse the legal foundations of family law; the factors influencing its
development; and the role of individuals, governments, and courts in its processes (FOCUS ON: Legal
Significance; Continuity and Change)
D3. Introduction to Employment Law: analyse the legal foundations of employment law; the factors
influencing its development; and the role of employers, employees, and the courts in its processes
(FOCUS ON: Interrelationships; Legal Perspective)
D4. Introduction to Contract Law: analyse the legal foundations of contract law; the factors influencing
its development; and the role of individuals, groups, and the courts in its processes (FOCUS ON: Legal
Significance; Continuity and Change; Legal Perspective)

SPECIFIC EXPECTATIONS
D1. Introduction to Tort Law D1.4 explain the legal reasoning behind various
legal decisions involving torts (e.g., cases relating
FOCUS ON: Legal Significance to product liability [Liebeck v. McDonald’s
Restaurants, 1994]; classification of disabilities
By the end of this course, students will:
requiring accommodations [McKay-Panos v.
D1.1 describe the legally accepted defences for Air Canada, 2006])
some key intentional torts (e.g., assault and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

battery [Dunne v. Gauthier, 2000]; invasion

of privacy [Malcolm v. Fleming, 2000]) and
D2. Introduction to Family Law
some key unintentional torts (e.g., negligence FOCUS ON: Legal Significance; Continuity and Change
[Donoghue v. Stevenson, 1932; Thibault v. Fewer,
2001]; medical malpractice [Dobson v. Dobson, By the end of this course, students will:
1999])
D2.1 describe the definitions of a valid marriage
Sample question: “What are the defences to and a common-law relationship in family law
torts of interference with the person?” as established by federal and provincial law
and recent court rulings and explain their legal
D1.2 explain the function of the various legal implications for the partners in a marital or
processes (e.g., statement of claim, statement alternative partnership (e.g., rulings on the
of defence, examination for discovery, burden definition of marriage [Halpern et al. v. Attorney
of proof), courts, and alternative procedures General of Canada et al., 2003]; on identity status
(e.g., arbitration, mediation, healing circles) [Attorney General of Canada v. Lavell, 1974; Isaac
involved in settling civil disputes, and the v. Bedard, 1974]; the Civil Marriage Act, 2005)
remedies available for enforcing a judgement
(e.g., damages awards, injunctions) Sample questions: “What are some recent court
rulings regarding the legal definition of marriage
D1.3 describe the legal status and/or function of and family? How have they contributed to
specific individuals and groups that may be changes in family law?”
participants in a civil law dispute (e.g., plaintiff,
defendant, judge, arbitrator, mediator, jury, witnesses)

458
D2.2 explain the legal differences in the ways a D3.4 analyse from a legal perspective the roles
marriage can be dissolved (e.g., separation, and responsibilities of employers, employees,
divorce, annulment, death of a spouse) and the and governments in employment law
procedures available for resolving disputes Sample questions: “In employment law, what
arising from each of these circumstances is the responsibility of the employer if there is

Understanding Canadian Law

a safety concern in the workplace? What is the
D2.3 explain the differences between the legal
responsibility of the employee?” “How can
rights of married spouses and the rights of
employees best advocate for their rights when
common-law partners in Ontario upon the
faced with a workplace injury?”
dissolution of the marriage or common-law
partnership (e.g., rights related to division of D3.5 analyse issues related to contract negotiations
matrimonial and/or common property, alimony, between employers and organized labour (i.e.,
child custody, child support, parental visitation federations, unions) and how these issues have
rights) influenced the development of labour law in
Canada
D2.4 analyse how changing societal values and
legal decisions have promoted or prevented Sample question: “What would you identify as
changes in family law in Canada (e.g., in the the three most important changes to Canadian
definition of marriage, the division of property labour law that organized labour has helped to
on divorce, the area of reproductive rights, rules bring about in the past decade?”
regarding adoption, child custody agreements,
the definition of abuse)
D4. Introduction to Contract Law
FOCUS ON: Legal Significance; Continuity and Change;
D3. Introduction to Employment Law
Legal Perspective
FOCUS ON: Interrelationships; Legal Perspective CLU3M
By the end of this course, students will:
By the end of this course, students will:
D4.1 explain the legal significance of the main
D3.1 identify the areas of federal and provincial elements of a legal contract (e.g., consent, offer
jurisdiction in employment law and explain the and acceptance, consideration)
key reasons for the distinction between them
D4.2 explain from a legal perspective the roles
Sample questions: “In what areas, if any, might
and responsibilities of each of the parties
provincial and federal employment law overlap?
involved in a contract
How might any disagreements over jurisdiction
be resolved?”
D4.3 explain from a legal perspective the types
of penalties that may be imposed or damages
D3.2 explain the difference in Canadian law
that may be awarded in an action for breach
between “employment law” and “labour law”
of contract
D3.3 describe issues related to the protection of
D4.4 explain the legal implications of various
employees’ rights (e.g., issues regarding worker
types of contracts (e.g., mobile phone contracts,
safety, including freedom from harassment and
loan agreements, leasing arrangements, product
violence; working conditions for migrant workers;
warranties, credit card agreements, landlord-tenant
compensation and entitlements) and the legal
agreements) and describe ways in which contract
avenues and processes for adjudicating disputes
law may need to be updated to respond to
and enforcing regulations related to employment
changing conditions (e.g., technological advances,
conditions (e.g., Employment Standards Act, Ontario
the growth of social media)
Labour Relations Board, Workplace Safety and
Insurance Board and its Appeals Tribunal, Pay
Equity Commission and its Hearings Tribunal)
Sample questions: “Why would the government
legislate a mandatory minimum wage for
workers?” “What occupational health and
safety legislation exists in Ontario?” “What
are the rights of a person whose employment
is being terminated?”
CIVIL LAW

459
 E. CRIMINAL LAW
Grade 11, University/College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Foundations of Criminal Law: explain the foundational concepts of criminal law and their legal
significance (FOCUS ON: Legal Significance)
E2. Legal Processes and Procedures: describe the structures and key roles and processes of the Canadian
criminal justice system and explain key interrelationships among them (FOCUS ON: Interrelationships)
E3. Criminal Justice System: assess the ability of the Canadian criminal justice system to provide
appropriate and even-handed justice to people living in Canada (FOCUS ON: Legal Perspective)
E4. Development of Criminal Law: analyse how various factors have influenced the development of
Canadian criminal law (FOCUS ON: Legal Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
E1. Foundations of Criminal Law governing pre-trial release), including procedural
variations related to the nature of the alleged
FOCUS ON: Legal Significance crime (e.g., age of the accused, violent versus
non-violent offences)
By the end of this course, students will:

E1.1 explain the legal meaning of key terms used E2.2 describe the processes and the roles of key
to describe the elements of a crime (e.g., mens participants involved in a criminal trial (e.g.,
rea, actus reus) and different types of crime (e.g., roles of the Crown prosecutor and defence lawyer,
indictable, summary, hybrid, and quasi-criminal processes related to the accused obtaining council,
offences) jury selection, gathering and disclosure of evidence,
delivery of verdict, sentencing procedures and
E1.2 describe some summary and indictable options) and explain how the various elements
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

offences identified in the Criminal Code of are related to one another

Canada, and their related penalties
E2.3 explain how various sentencing options (e.g.,
E1.3 explain the philosophical principles and legal participation in an anger-management program,
reasoning underlying the laws dealing with house arrest, community service, participation
youth crime and the administration of justice in a healing circle, participation in a restorative
for youth in Canada (e.g., ages of criminal justice program) are related to the purpose
responsibility, objectives of the Youth Criminal of the sentence (e.g., rehabilitation, punishment,
Justice Act, sentencing principles) dissuasion)

Sample question: “In what ways was the E2.4 describe the legal reasons/grounds for grant-
current Youth Criminal Justice Act intended ing an appeal in criminal cases (e.g., mistake of
to improve on the Young Offenders Act?” fact, mistake of law) and the available avenues
for an appeal
E2. Legal Processes and Procedures E2.5 describe the sentencing options for young
FOCUS ON: Interrelationships people who contravene the existing youth
criminal law (e.g., sentencing under the Youth
By the end of this course, students will: Criminal Justice Act, alternative sentencing
provisions, imposition of an adult sentence,
E2.1 describe the requirements associated with participation in a restorative justice program)
the process of bringing an accused person to and the factors that influence which option
trial (e.g., protocols for legal search and arrest, is chosen
protocols for collection of evidence, conditions

460
 E3. Criminal Justice System E4. Development of Criminal Law
FOCUS ON: Legal Perspective FOCUS ON: Legal Significance; Continuity and Change

By the end of this course, students will: By the end of this course, students will:

Understanding Canadian Law

E3.1 assess from a legal perspective how well the E4.1 identify defences that, over time, have become
rights of various parties are protected in the legally accepted under Canadian criminal law
Canadian criminal justice system (e.g., victims’ (e.g., automatism, battered spouse syndrome, self-
rights; the rights of the accused; the rights of the defence, duress, insanity) and explain the factors
convicted [rates of incarceration among minority influencing their acceptance
groups]; prisoners’ rights [effects of mandatory
Sample question: “What are some advances in
minimum sentences]; women’s rights [findings of
science that have influenced decisions related
the Missing Women Commission of Inquiry])
to legally acceptable defences in Canada?”
Sample question: “How do rates of incarceration
compare for various groups of people?” E4.2 assess, from a legal perspective, how various
individuals, groups, and cases have influenced
E3.2 identify the purposes of sentencing (e.g., the development of Canadian criminal law (e.g.,
deterrence, retribution, rehabilitation, protection Robert Latimer, advocates for people with disabilities,
of society) and assess the effectiveness of the Assembly of First Nations, Canadian Association
Canadian prison system in achieving those of Chiefs of Police, political parties, R. v. Lavallee,
purposes (e.g., with reference to availability of 1990)
rehabilitation programs, eligibility for parole)
E4.3 assess the significance of cases in which legal
E3.3 identify some contemporary and emerging rights guaranteed under the Canadian Charter
challenges that people face in dealing with law of Rights and Freedoms have been invoked in
enforcement, including those that police face in an effort to change the provisions of the Criminal CLU3M
carrying out their responsibilities (e.g., language Code of Canada (e.g., cases related to Aboriginal
barriers, the growth of white collar and cybercrime, rights [R. v. Marshall, 1999]; infringement of rights
questions related to cultural bias, questions related during arrest and detainment [R. v. Clayton, 2007;
to the appropriate use of force) and evaluate their presumption of innocence [R. v. Oakes, 1986];
ability to respond to these challenges security of the person [R. v. Morgentaler, 1988];
security of the person/protection against cruel
E3.4 analyse how the media (e.g., social media, and unusual punishment [Rodriguez v. British
news, films, television) influence society’s Columbia (Attorney General), 1993])
perceptions and expectations related to the
criminal justice system and legal procedures
and trends (e.g., with respect to crime rates, right
to a fair trial, rehabilitation programs, sentencing
trends, response to protests [Kanesatake, the Occupy
movement, the G20 summit], prevention of white
collar crime, racial profiling)
Sample questions: “What are some examples of
current media coverage of issues in Canadian
criminal law? In your view, how accurate and/
or appropriate is this media coverage?” “How
does media coverage of legal issues influence our
ideas about justice?” “How might the depiction
of technology as a crime-fighting tool in movies
and television dramas influence the public’s
expectations regarding real-life criminal investi-
gations?” “Why is it important for news media
to refer to ‘the accused’ or ‘the alleged offence’
in their reporting of crime stories?”
CRIMINAL LAW

461
Understanding Canadian Law
in Everyday Life, Grade 11
Workplace Preparation CLU3E

This course enables students to develop a practical understanding of laws that affect
the everyday lives of people in Canada, including their own lives. Students will gain
an understanding of the need for laws, and of their rights, freedoms, and responsibilities
under Canadian law. Topics include laws relating to marriage, the workplace, cyberbullying,
and criminal offences. Students will begin to develop legal reasoning skills and will apply
the concepts of legal thinking and the legal studies inquiry process when investigating
legal issues that are relevant to life in Canada today.

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied,
or the locally developed compulsory course (LDCC) in Canadian history

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. The Inquiry Process and Skill Development in Legal Studies

Overall Expectations
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts
of legal thinking when investigating legal issues in Canada

A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study
of law, and identify careers in which a background in law might be an asset
(continued)

463
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 11, Workplace Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

B. Legal Foundations

B1. Legal Principles: explain the role and importance of Law is based on principles How does the law affect
law and the fundamental principles of justice in Canada derived from society’s me in my everyday life?
(FOCUS ON: Legal Significance; Interrelationships) beliefs about what is fair
What political and social
and just.
values have influenced
B2. Development of Law: describe how a variety of Law changes over time in Canadian law the most?
factors have influenced and continue to influence response to a variety of
the development of Canadian law (FOCUS ON: Legal factors, including what How and why do laws
Significance; Continuity and Change) society values and believes change?
in, technological advances,
and political trends.

C. Human Rights

C1. Human Rights: explain the legal importance of The Canadian Charter of What are human rights?
the Canadian Charter of Rights and Freedoms and the Rights and Freedoms
How does the Ontario
Ontario Human Rights Code and describe, in general, reflects Canadian human
Human Rights Code
the procedures for resolving human rights complaints rights principles.
protect me?
(FOCUS ON: Legal Significance; Interrelationships; Legal
Perspective) How does the Canadian
C2. Development of Human Rights Law: explain the The belief in the protection Charter of Rights and
relevance of various legal issues and societal factors and promotion of human Freedoms protect me?
to the development of human rights law in Canada rights in Canada and the How does the law balance
(FOCUS ON: Legal Significance; Continuity and Change; world has developed competing human rights?
Legal Perspective) gradually through the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

efforts of individuals and Who stands up for human

groups. rights?

How can we use the law to

respond to rights abuses?

* See page 17 for a discussion of the purpose of big ideas and framing questions.

464
 Understanding Canadian Law
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

in Everyday Life
D. Civil Law

D1. Introduction to Tort Law: describe the legal Negligence is the most Why can a person be
foundations and development of tort law and the role common area of tort law found not guilty in a
of individuals, groups, and courts in its processes and deals with cases criminal trial and be found
(FOCUS ON: Legal Significance) where harm is caused by liable in a civil case based
carelessness rather than on the same facts?
the intention to do harm.
What sorts of issues or
D2. Introduction to Family Law: describe the legal Family law exists to disputes are covered by
foundations and development of family law and the role protect all members in family law?
of individuals, governments, and courts in its processes domestic relationships,
(FOCUS ON: Legal Significance; Continuity and Change) even when the How are workers protected
relationships end. in the workplace?

D3. Introduction to Employment Law: describe the Employment law attempts Why is it important
legal foundations and development of employment law to balance the rights of to be aware of all the
obligations in a contract CLU3E
and the role of employers, employees, and courts and business owners and
adjudicatory tribunals in its processes (FOCUS ON: workers. before signing it?
Interrelationships; Legal Perspective)

D4. Introduction to Contract Law: describe the legal Contract law outlines
foundations and development of contract law and the voluntary legal obligations
role of individuals, groups, and courts in its processes between two people or
(FOCUS ON: Legal Significance; Legal Perspective) two groups.

E. Criminal Law

E1. Foundations of Criminal Law: demonstrate an The punishment of Does there need to be a
understanding of some of the foundational concepts of criminals is a distinct separate criminal justice
criminal law in Canada (FOCUS ON: Legal Significance) part of criminal law. system for youth?

E2. Legal Processes and Procedures: describe key The rules governing the How are the rights of the
organizational structures, roles, and steps involved in criminal trial process accused protected during
the criminal trial process, and the relationships among represent an attempt to a trial?
the various elements (FOCUS ON: Interrelationships) balance the rights of the
accused and the rights of What options for
the victim and society. sentencing reflect new
ideas about justice and
E3. Development of Criminal Law: explain how various Precedent-setting legal criminals?
factors have influenced the development of Canadian cases, technological
criminal law and the criminal justice system (FOCUS ON: advances, and societal
Continuity and Change; Legal Perspective) trends cause changes in
Canadian criminal law and
the criminal justice system.
OVERVIEW

465
 A. THE INQUIRY PROCESS AND SKILL
DEVELOPMENT IN LEGAL STUDIES
Grade 11, Workplace Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of
legal thinking when investigating legal issues in Canada;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study
of law, and identify careers in which a background in law might be an asset.

SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies evaluating evidence about, and formulating
conclusions and/or judgements regarding legal
Throughout this course, students will: issues (e.g., consider the concept of legal significance
when determining the legal difference between
A1.1 formulate different types of questions to
paying rent as individual renters and paying
guide investigations into legal issues in Canada
collectively, as a group, when several people rent
(e.g., factual questions: What are my legal rights
accommodation in the same house; take the concept
and responsibilities in Canada?; comparative
of continuity and change into account when ana-
questions: What are the differences between
lysing the possible impact of the legalization of
arbitration and mediation?; causal questions:
marijuana on Canadian society; use the concept
What are some ways in which the law affects my
of interrelationships when analysing how police
daily activities?)
procedures for handling evidence might affect the
outcome of a trial in court; use the concept of legal
A1.2 select and organize relevant evidence and
perspective when analysing why some of the justices
information from primary and secondary sources
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

on the Supreme Court have written a dissenting

(e.g., primary: case law, legislation; secondary:
opinion that disagrees with the Court’s majority
textbooks, websites)
ruling on a case)
A1.3 assess the credibility of sources relevant to Sample questions: “Which concepts of legal
their investigations (e.g., establish criteria to help thinking might be most relevant to your
determine the reliability, accuracy, and relevance of investigation into why a judge has imposed
information; compare how the evidence is constructed a publication ban on information relating to
or presented in different sources; consider the a case before the courts? Why?” “Why is it
influence of factors such as bias, audience, purpose, important to consider the concept of legal
context, and values) significance when analysing the impact of the
Sample questions: “When might you rely on decision to recognize ‘battered wife syndrome’
a newspaper article about a trial as a source as a legal defence?”
of information, and when would you need to
A1.6 evaluate and synthesize their findings to
consult the court transcript of the trial? Why?”
formulate conclusions and/or make informed
judgements or predictions about the legal
A1.4 interpret and analyse legal issues, using
issues they are investigating
evidence and information relevant to their
investigations and a variety of tools and Sample question: “What are the key concerns
strategies and taking into account relevant that are raised in the debate about legalizing
ethical and equity concerns assisted suicide?”

A1.5 use the concepts of legal thinking (i.e., legal A1.7 communicate their ideas, arguments, and
significance, continuity and change, interrela- conclusions using various formats and styles,
tionships, and legal perspective) when analysing, as appropriate for the audience and purpose
(e.g., a mock trial based on an actual human rights
466
 case; a presentation on how a community dealing A2.3 use the concepts of legal thinking when
with a local crime might use a healing circle; a analysing current events related to legal issues
debate about French-language rights; a case study in order to enhance their understanding of
illustrating the effects of changes in Canadian these events and their role as informed citizens
family law; a blog highlighting stereotypes in media (e.g., to identify competing rights relevant to a

Understanding Canadian Law

portrayals of people accused and/or convicted of controversial issue in the news, to understand
committing crimes) a new ruling related to due process and the
admissibility of evidence)
A1.8 use accepted forms of documentation
Sample questions: “Why could the computer

in Everyday Life
(e.g., endnotes or footnotes, author/date citations,
record of Internet sites previously visited by the
reference lists, bibliographies, credits) to acknow-
accused not be used in evidence in the case of
ledge different types of sources (e.g., case law,
R. v. M. Rafferty (2012) (the Tori Stafford case)?”
legislation, websites, blogs, books, articles, oral
“What process was used to evaluate the policing
evidence)
and civil rights concerns that emerged following
A1.9 use terminology appropriate to the audience the G20 summit meeting in Toronto in 2010?
and purpose when communicating the results Why is it important to have a review process?”
of their investigations (e.g., vocabulary specific to
A2.4 identify some careers in which a law back-
their inquiry, terminology related to the law and
ground might be useful (e.g., police or peace
legal processes)
officer, court reporter, corrections officer, game
warden, lawyer, paralegal, politician, policy analyst,
A2. Developing Transferable Skills staff member at a non-governmental organization,
journalist, adjudicator, mediator)
Throughout this course, students will:

A2.1 describe ways in which investigations related CLU3E

to the law help them develop skills, including
the essential skills in the Ontario Skills Passport
(e.g., graphing, oral communication, technological,
numeracy, literacy, and decision-making skills),
that can be transferred to the world of work
and to everyday life

A2.2 apply in everyday contexts skills and work

habits developed through law-related inquiries
(e.g., conflict-resolution skills used to mediate or
arbitrate disputes, reasoning skills used to balance
competing rights, oral communication skills)

THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES

467
 B. LEGAL FOUNDATIONS
Grade 11, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Legal Principles: explain the role and importance of law and the fundamental principles of justice
in Canada (FOCUS ON: Legal Significance; Interrelationships)
B2. Development of Law: describe how a variety of factors have influenced and continue to influence
the development of Canadian law (FOCUS ON: Legal Significance; Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Legal Principles the federal legislature, and Canada’s Supreme
Court?”
FOCUS ON: Legal Significance; Interrelationships
B1.5 describe the legal importance of some key
By the end of this course, students will:
aspects of the Canadian constitution, with
B1.1 explain the legal significance of the term law particular reference to responsible government,
(e.g., how rules differ from laws, why societies the division of powers between the federal and
have laws) and the role of law in Canadian provincial governments, and the entrenchment
society of rights

Sample questions: “Why are laws necessary in Sample questions: “Under the constitution,
society? What might happen if we did not have what level of government is responsible for
laws?” “Why might some laws not be necessary health care? What is the relationship between
anymore?” provincial and federal governments in this
area?” “How does the constitution ensure that
B1.2 explain the relevance to daily life of different different levels of government must cooperate
types of law (e.g., public law: criminal, constitu- in addressing First Nations land claims?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

tional; civil law: tort, family, employment, contract)

B1.3 explain the fundamental principles of justice

B2. Development of Law
(e.g., the rule of law, due process, the presumption FOCUS ON: Legal Significance; Continuity and Change
of innocence, the principle of equality before the
law, the principle of judicial independence, the By the end of this course, students will:
rule of judicial precedent, the principle of judicial
discretion) and their importance in the Canadian B2.1 describe the influence on the development
legal system of Canadian law of early legal systems (e.g.,
Aboriginal law, English common law, French
Sample question: “Why is it important for an civil law)
accused person to be considered ‘innocent until
proven guilty’?” Sample question: “Why is the system of civil
law in Quebec different from that in the rest
B1.4 describe the structure of the Canadian court of Canada?”
system, including the function of each court
(e.g., trial courts, appeal courts, the Supreme B2.2 identify elements of the Canadian legal
Court), and explain the importance of the system that have remained constant over time
independence of the judiciary from other (e.g., the legislative role of Parliament, the adversarial
branches of government system in the courts, the adjudicatory function of
courts)
Sample questions: “How does a person become
a Supreme Court justice?” “What are the differ- Sample questions: “What are the steps involved
ences between the powers of the prime minister, in creating a new law? What are the steps
involved in changing an existing law?”

468
B2.3 describe ways in which changes in societal B2.4 describe ways in which advances in science
attitudes and values have influenced the (e.g., in reproductive medicine) and technology
development of Canadian law (e.g., with (e.g., in information technology) have influenced
reference to laws relating to censorship, gambling, the development of Canadian law or may
environmental protection, workplace safety, the influence it in future (e.g., the Assisted Human

Understanding Canadian Law

definition of marriage, capital punishment, the Reproduction Act, 2004; laws relating to the
production and sale of marijuana for medical use) protection of privacy; laws relating to the protection
of intellectual property such as the Copyright
Sample questions: “Why can’t fifteen-year-olds
Modernization Act, 2012)
work in some types of workplaces? What are

in Everyday Life
the minimum employment standards (pay, Sample questions: “Is there a need for laws
hours of work, time off) for typical jobs held to regulate the downloading of music or other
by teenagers? How do current laws on youth media?” “What legal changes are currently
employment differ from those of thirty years being considered to combat cyberbullying?”
ago? What societal values are reflected in the “What are some legal issues related to the
laws regulating youth employment?” “What respective rights of adoptive parents, biological
impact did the conviction of fourteen-year-old parents, and adopted children?” “What are
Steven Truscott have on Canadian views about some legal issues governments would need to
capital punishment?” consider in developing regulations for the use
of driverless vehicles?” “What are some legal
issues regarding genetically modified seeds?”

CLU3E

LEGAL FOUNDATIONS

469
 C. HUMAN RIGHTS
Grade 11, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Human Rights: explain the legal importance of the Canadian Charter of Rights and Freedoms
and the Ontario Human Rights Code and describe, in general, the procedures for resolving human
rights complaints (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
C2. Development of Human Rights Law: explain the relevance of various legal issues and societal
factors to the development of human rights law in Canada (FOCUS ON: Legal Significance; Continuity
and Change; Legal Perspective)

SPECIFIC EXPECTATIONS
C1. Human Rights Sample questions: “What human rights issues
were raised in the Persons Case? What was the
FOCUS ON: Legal Significance; Interrelationships; Legal Supreme Court of Canada ruling in that case?
Perspective How and why was this ruling overturned?”
By the end of this course, students will: C1.3 explain the procedures for resolving com-
plaints about human rights violations (e.g.,
C1.1 identify some of the rights and freedoms
identifying the violation, determining the appropriate
protected by the Canadian Charter of Rights
forum for resolution, obtaining representation [if
and Freedoms and the Ontario Human Rights
necessary or appropriate], presenting a case)
Code and their corresponding responsibilities
or obligations (e.g., the right to vote and the Sample questions: “Why are there different
responsibility to vote; the right to a jury trial and forums for the resolution of human rights
the responsibility to serve on a jury; language rights violations? How is the appropriate forum
and the responsibility to respect the language for a case determined?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

rights of others)
C1.4 explain how human rights legislation can
Sample question: “Should people be legally
conflict with other legislation (e.g., the Criminal
required to vote in an election?”
Code offence of child pornography versus the Charter
guarantee of freedom of expression; the Charter
C1.2 identify barriers to the equal enjoyment of
section 2 right to freedom of religion versus the
human rights in Canada (e.g., discrimination on
Charter section 7 guarantee of the right to life)
grounds of disability, class, age, race, ethnocultural
background, religion, language, gender, or gender Sample question: “Why might there be a
identity; discrimination resulting from geographic conflict between the Charter guarantee of the
isolation, unequal access to education) and the right to life and the rights of parents to refuse
human rights issues raised by various historical medical treatment such as blood transfusions
and contemporary instances where the rights for their child on religious grounds?”
of different groups were violated (e.g., Canada’s
Chinese Head Tax laws, 1885, 1900, 1903, and the C1.5 analyse situations in which a right or freedom
Chinese Exclusion Act, 1923; the 1928 Canadian may be limited in Canadian law (e.g., Charter
Supreme Court ruling that women were not eligible section 1 [“limitation clause”] has been used to
for Senate appointments; the residential schools limit the right to free expression in cases of “hate
system; the “Sixties Scoop” of Aboriginal children; speech”; Charter section 33 [“notwithstanding
the internment of Japanese Canadians during clause”] has been used to uphold limitations
World War II; Attorney General of Canada in English language rights in Quebec; Charter
v. Lavell, 1974, and its aftermath in the 1985 section 25, which states that the Charter cannot
amendment to section 12(1)(b) of the Indian Act; override existing Aboriginal rights and freedoms)
the 2007 Asian Canadian anglers case)

470
 C2. Development of Human Rights Law C2.3 describe how some human rights codes
and related legislation have been influenced
FOCUS ON: Legal Significance; Continuity and Change; or might be influenced in future by factors such
Legal Perspective as evolving social attitudes and values, changing
technology, and changing demographics (e.g.,
By the end of this course, students will:

Understanding Canadian Law

social attitudes and values: laws relating to
women’s rights, reproductive rights, gender identity
C2.1 explain how the actions of various individuals
rights; changing technology: laws relating to
and groups have contributed to the development
privacy rights; demographics: laws relating
of human rights law in Canada (e.g., Clara Brett

in Everyday Life
to mandatory retirement age)
Martin, Viola Desmond, Richard Sauvé, Donald
Marshall, Jr., the Association in Defence of the Sample questions: “When did a (provincial or
Wrongfully Convicted, the Assembly of First federal) human rights code in Canada first
Nations, Women’s Legal Education and Action include explicit protection against discrimina-
Fund) tion and harassment on the grounds of sexual
orientation? What were some reasons for the
C2.2 describe the legal significance of some change?” “Do you think existing laws for the
important Canadian human rights cases as protection of individual privacy are adequate
examples of how human rights law has been in the Internet age? Why, or why not?”
or is being interpreted and applied in Canada
(e.g., cases involving euthanasia/assisted suicide
[Rodriguez v. British Columbia, 1993]; racial
profiling [R. v. Brown, 2003, or Hill v. Hamilton
Wentworth Regional Police Services Board, 2007];
religious rights [Roncarelli v. Duplessis, 1959,
or Canadian National Railway Co. v. Canada
(Human Rights Commission) and Bhinder, CLU3E
1985]; freedom of expression [Saskatchewan
(Human Rights Tribunal) v. Whatcott, 2010];
mandatory minimum sentences as “cruel and
unusual punishment” [R. v. Latimer, 2001];
privacy [R. v. Patrick, 2009; R. v. M. (M.R.),
1998]; discrimination on the basis of sexual
orientation [Egan v. Canada, 1995])
Sample questions: “How can racial profiling
infringe on a person’s rights?” “Why did
the courts rule against both Sue Rodriguez
(in Rodriguez v. British Columbia) and Robert
Latimer (in R. v. Latimer [1997 and 2001])
despite considerable public sympathy for
their positions?”

HUMAN RIGHTS

471
 D. CIVIL LAW
Grade 11, Workplace Preparation

OVERALL EXPECTATIONS
By the end of the course, students will:

D1. Introduction to Tort Law: describe the legal foundations and development of tort law and the role
of individuals, groups, and courts in its processes (FOCUS ON: Legal Significance)
D2. Introduction to Family Law: describe the legal foundations and development of family law and
the role of individuals, governments, and courts in its processes (FOCUS ON: Legal Significance;
Continuity and Change)
D3. Introduction to Employment Law: describe the legal foundations and development of employment
law and the role of employers, employees, and courts and adjudicatory tribunals in its processes
(FOCUS ON: Interrelationships; Legal Perspective)
D4. Introduction to Contract Law: describe the legal foundations and development of contract law
and the role of individuals, groups, and courts in its processes (FOCUS ON: Legal Significance; Legal
Perspective)

SPECIFIC EXPECTATIONS
D1. Introduction to Tort Law circumstances might the parties to a dispute
opt for one of these alternative procedures?”
FOCUS ON: Legal Significance
D1.3 explain the legal reasoning behind some
By the end of this course, students will:
key decisions in tort law (e.g., cases dealing
D1.1 explain the legal definition of a tort and with negligence [Young v. Bella, 2006]; social
the difference between intentional torts (e.g., host liability [Childs v. Desormeaux, 2006];
assault and battery, trespass, libel and slander) vicarious liability [EB v. Order of the Oblates
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

and unintentional torts (e.g., negligence – such of Mary Immaculate in the Province of British
as by an employer, a landlord, the driver of a Columbia, 2005])
motor vehicle)
Sample questions: “What is the purpose of tort D2. Introduction to Family Law
law? What sorts of offences does it cover? Why
FOCUS ON: Legal Significance; Continuity and Change
is the issue of intent so important in tort law?”
By the end of this course, students will:
D1.2 explain the function and significance of
various legal processes (e.g., statement of claim, D2.1 describe the legal definitions of a valid
statement of defence, examination for discovery, marriage and a common-law relationship
burden of proof), different levels of courts, and in family law as established by federal and
alternative procedures (e.g., arbitration, mediation, provincial law, and explain the legal implica-
healing circles, truth and reconciliation formats) tions for partners in each type of relationship
involved in settling civil disputes, and describe
remedies available for enforcing a judgement Sample question: “How do the laws relating
(e.g., damages awards, injunctions) to these two types of relationships affect
individuals in Canada?”
Sample questions: “Why are there different
procedures for those seeking remedies under D2.2 describe the legal procedures and/or
tort law? How are some procedures that are documents used in resolving disputes upon
distinct from a trial in the courts? Under what the dissolution of a marriage or the death or
incapacity of a family member (e.g., prenuptial

472
 agreement, separation agreement, divorce proceed- relate to protecting young workers? How are
ings and decrees, custody and support agreements, they addressed in current Ontario legislation?”
living will, power of attorney, last will and testament) “What impact will laws regarding mandatory
Sample questions: “What legal difficulties arise worker training have in the workplace?”
if a person becomes incapable and/or terminally

Understanding Canadian Law

D3.3 explain the legal status and legal responsibil-
ill and has not declared a power of attorney (for
ities of unions in the workplace and in labour
financial and/or personal care) or made a will?”
contract negotiations, as defined in employment
“What can an individual do before he or she
law
gets married to minimize the financial risks of

in Everyday Life
a possible divorce in the future?”
D4. Introduction to Contract Law
D2.3 analyse how changing societal values and
legal decisions have promoted or prevented FOCUS ON: Legal Significance; Legal Perspective
changes in family law in Canada (e.g., in the
areas of the definition of marriage, the definition of By the end of this course, students will:
and penalties for abuse, division of property upon
divorce, same-sex spousal rights, reproductive D4.1 identify the key elements of a legal contract
rights, child custody laws, rules regarding adoption) (e.g., consent, offer and acceptance, consideration)
and explain their significance
Sample questions: “What is the current legal
process for adopting a baby?” “What is the D4.2 identify various types of contracts in con-
current law regarding the disclosure of the temporary society (e.g., mobile phone contracts,
identity of a birth parent? In what way is it loan agreements, leasing agreements, product
different from earlier laws? What are some warranties, credit card contracts, landlord-tenant
reasons for the changes?” “What rights does agreements) and explain their legal and/or
a surrogate parent have with regard to custody economic importance
of or access to the newborn child?” CLU3E
Sample questions: “Why is it important to read
and understand all aspects of a payday loan
D3. Introduction to Employment Law agreement?” “Why do some products (e.g.,
computer software) have a legal contract attached
FOCUS ON: Interrelationships; Legal Perspective to the purchase?” “Why are cellphone contracts
in Canada being disputed by individuals and
By the end of this course, students will: government regulatory bodies?”
D3.1 demonstrate an understanding of the
D4.3 describe from a legal perspective the condi-
protections given to workers by provincial
tions that must be met in some different types
and federal employment legislation
of contracts, the conditions under which these
Sample questions: “How does the Ontario contracts can be legally terminated, and the
Employment Standards Act address worker types of penalties that may be imposed in cases
protection? Why is it important for workers of breach of contract (e.g., in contracts between
to be aware of legal protections under this buyer and seller, between landlord and tenant,
and federal employment laws?” “What are the between mortgage lender [or other creditor] and
requirements for employers under the Ontario borrower)
Occupational Health and Safety Act with respect
Sample questions: “Under what circumstances
workplace violence and harassment?”
might it be worthwhile to pay a penalty in order
to be able to terminate a contract?” “What are
D3.2 describe some issues related to the protection
the differences in the conditions associated with
of employees’ rights (e.g., issues such as worker
debt financing and equity financing agreements?”
safety, compensation and entitlements) and legal
ways to resolve disputes regarding employment
conditions
Sample questions: “What recourse does an
employee have if an employer is late with wage
or salary payments?” “What types of benefits
and compensation are available to injured
employees under the Workplace Safety and
Insurance Act?” “What are some issues that
CIVIL LAW

473
 E. CRIMINAL LAW
Grade 11, Workplace Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Foundations of Criminal Law: demonstrate an understanding of some of the foundational concepts
of criminal law in Canada (FOCUS ON: Legal Significance)
E2. Legal Processes and Procedures: describe key organizational structures, roles, and steps involved
in the criminal trial process, and the relationships among the various elements (FOCUS ON:
Interrelationships)
E3. Development of Criminal Law: explain how various factors have influenced the development
of Canadian criminal law and the criminal justice system (FOCUS ON: Continuity and Change;
Legal Perspective)

SPECIFIC EXPECTATIONS
E1. Foundations of Criminal Law E2. Legal Processes and Procedures
FOCUS ON: Legal Significance FOCUS ON: Interrelationships

By the end of this course, students will: By the end of this course, students will:

E1.1 explain the legal meaning of some terms E2.1 describe the requirements involved in bringing
used to describe the elements of a crime (e.g., an accused person to trial (e.g., protocols for legal
mens rea, actus reus) and different types of search and arrest, protocols for the collection and
crime (e.g., indictable, summary, hybrid) sharing of evidence, conditions governing pre-trial
release) and explain why these may differ in
E1.2 describe various serious offences defined some cases (e.g., bail conditions may be stringent
under the Criminal Code of Canada (e.g., where there is a risk of violence or a flight risk)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

assault, murder, break and enter, theft), other

Sample question: “Why might people who are
federal statutes (e.g., weapons offences, violations
considered to be a flight risk not be granted bail?”
of food and drug regulations), and provincial
laws (e.g., motor vehicle offences)
E2.2 describe the roles of the key participants in a
criminal trial (e.g., defence counsel, the prosecutor,
E1.3 describe the objectives and some key
the jury, the judge) in relation to the steps in the
provisions of the Youth Criminal Justice Act
criminal trial process (e.g., jury selection, presen-
(e.g., ages of criminal responsibility, sentencing
tation of evidence, delivery of verdict, sentencing
alternatives, protection of the privacy of accused
procedures and alternatives)
youths, criminal procedures better tailored to the
needs of youths, rules regarding the removal of Sample questions: “Why is it difficult to select
youths to adult court under certain circumstances) a jury for some high-profile cases? Why might
and assess the appropriateness of the legislation it be necessary in some cases to hold the trial in
as a response to youth crime a different community?”
Sample questions: “Why does the Youth Criminal
E2.3 explain the relationship between the purpose
Justice Act make it an offence to make public
of the sentence (e.g., rehabilitation, punishment,
the identity of a youth accused of a crime?
deterrence, protection of the public) and various
What are some instances in which a judge
sentencing options (e.g., participation in an anger
might authorize the release of this information?”
management program, house arrest, participation
in a sentencing circle, sentencing options related to
restorative justice, community service, incarceration)

474
E2.4 describe the legal reasons for granting an E3. Development of Criminal Law
appeal in criminal cases (e.g., mistake of fact,
mistake of law) and the available avenues for FOCUS ON: Continuity and Change; Legal Perspective
an appeal
By the end of this course, students will:

Understanding Canadian Law

E2.5 describe various sentencing options for E3.1 identify defences that, over time, have become
young people who contravene the law (e.g., legally accepted in the Canadian criminal justice
reprimand, fine, absolute or conditional discharge, system (e.g., automatism, battered spouse syndrome,
restitution, compensatory community service, premenstrual stress syndrome, duress, insanity)

in Everyday Life
probation, attendance at a program, custody and
supervision, imposition of an adult sentence, E3.2 analyse key cases in which legal rights
the use of a sentencing circle, sentencing options guaranteed under the Canadian Charter of
related to restorative justice) and the key factors Rights and Freedoms have been invoked to
that influence which option is chosen influence the application of the criminal law
in Canada (e.g., with reference to unreasonable
E2.6 analyse how media coverage and portrayals search and seizure [R. v. A.M., 2008, or R. v. Kang
of crime and of legal processes and procedures Brown, 2008]; infringement of rights during arrest
(e.g., in print and electronic news media, social and detainment [R. v. Clayton, 2007, or United
media, television shows, films) influence public States of America v. Khadr, 2011]; right to legal
perceptions of, assumptions about, and responses counsel [R. v. Sinclair, 2010]; presumption of
to crime/criminals and/or the criminal justice innocence [R. v. Oakes, 1986]; constitutionality
system (e.g., television “police procedural” series of prostitution laws [Canada (Attorney General)
give a misleading impression of the time needed v. Bedford, 2013])
for real-life investigations; many popular television
programs depict laws and procedures from other
countries that do not apply in Canada; crime
CLU3E
reporting raises public awareness that may help
but also may hamper police investigations; media
saturation coverage of high-profile cases may
compromise the objectivity of prospective jurors;
“tough on crime” positions in the news may
influence the public’s response to sentencing)
Sample questions: “In what way is the legal
principle of ‘innocent until proven guilty’
compromised when a case receives a great deal
of media attention, and the accused person is
‘tried by the media’?” “What are some examples
of the racial and gender stereotypes that are
perpetuated in many crime shows and films?
What effect does this media portrayal have
on dominant societal views of who is likely
to commit crimes?”

CRIMINAL LAW

475
Canadian and International Law,
Grade 12
University Preparation CLN4U

This course explores a range of contemporary legal issues and how they are addressed
in both Canadian and international law. Students will develop an understanding of the
principles of Canadian and international law and of issues related to human rights and
freedoms, conflict resolution, and criminal, environmental, and workplace law, both in
Canada and internationally. Students will apply the concepts of legal thinking and the
legal studies inquiry process, and will develop legal reasoning skills, when investigating
these and other issues in both Canadian and international contexts.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities.

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. The Inquiry Process and Skill Development in Legal Studies

Overall Expectations
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts
of legal thinking when investigating legal issues in Canada and around the world, and issues
relating to international law

A2. Developing Transferable Skills: apply in everyday contexts skills developed through the
study of law, and identify careers in which a background in law might be an asset
(continued)

477
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

B. Legal Foundations

B1. Principles of Law: identify foundational concepts Law is based on principles What are some key
and principles relating to law and explain their derived from beliefs about influences on the
significance (FOCUS ON: Legal Significance) how a just society should development of law?
function.
How do beliefs in Canadian
B2. Legal Theory and Procedures: analyse how and to Law changes over time in society about the rule of
what extent various legal theories and procedures have response to a variety of law, democracy, and an
influenced the Canadian and international legal systems factors, including social independent judiciary
(FOCUS ON: Interrelationships; Legal Perspective) values, technological influence the legislative
advances, and political process?
trends.
What is the difference
B3. Development of Law: explain various influences, Laws are socially between domestic and
including those of individuals and groups, on the constructed – that is, international law?
development of Canadian and international law individuals, groups, and
(FOCUS ON: Continuity and Change) governments influence How do different types
the development of law. of law affect you in your
everyday life?

Who has the power to

make and influence legal
decisions?

C. Rights and Freedoms

C1. Legal Principles of Human Rights Law: explain the The Canadian Charter of What are human rights?
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

principles underpinning human rights law and the legal Rights and Freedoms Are they the same in all
significance of those laws, in Canada and internationally reflects Canadian human countries?
(FOCUS ON: Legal Significance) rights principles.
How does the law balance
C2. Development of Human Rights Law: analyse issues The belief in the competing human rights?
associated with the development of human rights law, protection and promotion
in Canada and internationally (FOCUS ON: Continuity of human rights in Canada What are some barriers to
and Change) and the world has the achievement of human
developed gradually rights?
through the efforts of Do the Canadian Charter
individuals and groups. of Rights and Freedoms
C3. Protection of Human Rights and Freedoms: Different branches of and international
compare the roles of the legislative and judicial government work conventions effectively
branches of government in protecting human rights alongside each other in protect people’s rights?
and freedoms, with a particular emphasis on Canada developing, interpreting, How can we use the law to
(FOCUS ON: Legal Significance; Interrelationships; Legal and enforcing human respond to rights abuses?
Perspective) rights legislation.

C4. Contemporary Issues: analyse various contemporary Human rights are

issues in relation to their impact or potential impact on sometimes limited and/or
human rights law (FOCUS ON: Legal Perspective) threatened in Canada and
around the world.

* See page 17 for a discussion of the purpose of big ideas and framing questions.
478
 Canadian and International Law
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

D. Foundations of International Law and Dispute

Resolution

D1. Fundamentals of International Law: explain the Different legal principles Can there ever be a good
legal importance of various key principles and issues are sometimes in reason for a nation to
in international law (FOCUS ON: Legal Significance) competition in refuse to sign a particular
international law. international agreement?

D2. Development of International Law: analyse how Changes in international What is the role of
various factors have influenced the development law reflect ideological and the United Nations in
of international law (FOCUS ON: Legal Significance; social shifts, historical developing international
Continuity and Change) events, political agendas, cooperation?
economic realities, and
current priorities. Is Canada a good global
citizen in terms of
D3. Conflict and Cooperation: analyse how various International agreements international laws?
agreements, treaties, and conventions in international can limit the freedom of CLN4U
law influence international conflict and cooperation action of states. Should international
(FOCUS ON: Legal Significance; Interrelationships; Legal protocols be enforced?
Many international
Perspective)
agreements are intended
to promote stability in
international relations.

E. International Legal Issues

E1. Criminal Law: analyse various concepts, legal International criminal law Why is the International
systems, and issues in criminal law, in Canada and is designed to prevent Criminal Court important?
internationally (FOCUS ON: Legal Significance; serious atrocities and to
How effective are
Interrelationships; Legal Perspective) prosecute individuals who
international agreements
have committed such
and conventions?
atrocities, including war
crimes, genocide, and Do international laws
crimes against humanity. effectively protect nature?
E2. Environmental Protection: analyse factors Influential states lobby for Do laws related to
that influence the effectiveness of domestic and or against international the workplace benefit
international environmental legislation (FOCUS ON: environmental legislation, workers, company owners,
Continuity and Change; Legal Perspective) depending on their beliefs or both?
and interests.

E3. Workplace Legal Issues: analyse legal principles, Employment law attempts
systems, and processes used to protect various parties’ to balance the rights
interests in the workplace, in Canada and internationally of business owners and
(FOCUS ON: Legal Significance; Interrelationships) workers.

E4. Emerging Legal Issues: analyse emerging global There can be both
issues and their implications for international law advantages and
(FOCUS ON: Legal Perspective) disadvantages for
OVERVIEW

countries participating in
international agreements.

479
 A. THE INQUIRY PROCESS AND SKILL
DEVELOPMENT IN LEGAL STUDIES
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of
legal thinking when investigating legal issues in Canada and around the world, and issues relating
to international law;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study
of law, and identify careers in which a background in law might be an asset.

SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies A1.4 interpret and analyse legal issues (e.g., debates
about laws governing the use of various controlled
Throughout this course, students will: substances) using evidence and information
relevant to their investigations and a variety
A1.1 formulate different types of questions to of tools and strategies and taking into account
guide investigations into legal issues in Canada relevant legal theories and ethical and equity
and around the world, and issues relating to concerns
international law (e.g., factual questions: What
are my rights and responsibilities under the Charter?; A1.5 use the concepts of legal thinking (i.e., legal
comparative questions: What are the advantages significance, continuity and change, interrela-
and disadvantages of different ways of solving tionships, and legal perspective) when analysing,
international disputes?; causal questions: What evaluating evidence about, and formulating
are some of the effects of advances in DNA testing conclusions and/or judgements regarding legal
on Canada’s criminal justice system?) issues in Canada and around the world, and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

issues relating to international law (e.g., apply

A1.2 select and organize relevant evidence and the concept of legal significance to help assess
information from primary and secondary whether a case should be recognized as a landmark
sources (e.g., primary: case law, legislation; case; take the concept of continuity and change into
secondary: newspaper and magazine articles, consideration when investigating how developments
textbooks and other books, websites, legal in the use of DNA evidence may challenge the
commentary in journals) presumption of innocence; use the concept of
interrelationships when investigating how
A1.3 assess the credibility of sources relevant
language barriers, cultural differences, hearing
to their investigations (e.g., establish criteria
and/or visual impairment, or mental health issues
to help determine the reliability, accuracy, and
might complicate legal processes; use the concept
relevance of information; compare how the
of legal perspective when analysing positions on
evidence is constructed or presented in different
capital punishment)
sources; consider the influence of factors such as
bias, audience, purpose, context, and values) Sample questions: “Which concept or concepts
of legal thinking might be particularly relevant
Sample questions: “How was the information
if you were investigating the legal issues that
created?” “Whose views are reinforced in this
might arise if a criminal act were committed on
source? Whose are absent or overlooked?”
a cruise ship sailing in international waters and
“For what explicit or implicit purpose does
involving passengers of different nationalities?
the source seem to have been created?”
Why do you think these concepts would be
particularly appropriate in this context?” “Why

480
 would it be appropriate to apply the concept of A2. Developing Transferable Skills
legal perspective when investigating how
environmental laws balance various competing Throughout this course, students will:
interests in matters related to resource extraction
A2.1 describe ways in which investigations related
and/or use?”

Canadian and International Law

to law can help them develop skills, including
A1.6 evaluate and synthesize their findings to the essential skills in the Ontario Skills Passport
formulate conclusions and/or make informed (e.g., graphing, oral communication, technological,
judgements or predictions about the issues numeracy, literacy, decision-making skills), that
they are investigating can be transferred to postsecondary opportun-
ities, the world of work, and everyday life
Sample question: “What are the key factors
that had a bearing on the decision in the case A2.2 apply in everyday contexts skills and work
of Rasouli v. Sunnybrook Health Sciences Centre habits developed through and relevant to the
(2013)?” study of law (e.g., critical-thinking skills used to
evaluate the validity of arguments, reasoning skills
A1.7 communicate their ideas, arguments, and used to draw inferences from evidence, oral
conclusions using various formats and styles, communication skills)
as appropriate for the audience and purpose
(e.g., an essay on the impact of key changes to A2.3 use the concepts of legal thinking when
human rights law in Canada or another country; analysing current events related to legal issues
a mock trial involving an issue that might come in order to enhance their understanding of
before the International Criminal Court; a debate these events and their role as informed citizens
that addresses competing interests and issues (e.g., to identify competing rights of stakeholders in
relating to laws regulating the transportation of current controversial issues; to understand rulings
hazardous materials; a graphic organizer that related to due process and the admissibility of
highlights the principles and goals of the Canadian evidence in trials) CLN4U
justice system, showing which ones have changed
and which have remained constant; a seminar on A2.4 identify careers in which a law background
the pros and cons of different systems of justice) might be useful (e.g., business owner, non-
governmental organization staff member,
A1.8 use accepted forms of documentation lawyer, negotiator, mediator, diplomat)
(e.g., footnotes or endnotes, author/date citations,
reference lists, bibliographies, credits) to acknow-
ledge different types of sources (e.g., legal
references [case law, legislation], websites, blogs,
books, journals, articles, oral evidence/interviews,
archival sources)

A1.9 use terminology appropriate to the audience

THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES

and purpose when communicating the results
of their investigations (e.g., vocabulary specific to
their inquiry; terminology related to the law and
legal processes)

481
 B. LEGAL FOUNDATIONS
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Principles of Law: identify foundational concepts and principles relating to law and explain their
significance (FOCUS ON: Legal Significance)
B2. Legal Theory and Procedures: analyse how and to what extent various legal theories and procedures
have influenced the Canadian and international legal systems (FOCUS ON: Interrelationships; Legal
Perspective)
B3. Development of Law: explain various influences, including those of individuals and groups, on the
development of Canadian and international law (FOCUS ON: Continuity and Change)

SPECIFIC EXPECTATIONS
B1. Principles of Law B2. Legal Theory and Procedures
FOCUS ON: Legal Significance FOCUS ON: Interrelationships; Legal Perspective

By the end of this course, students will: By the end of this course, students will:

B1.1 explain the significance of various legal B2.1 evaluate from a legal perspective the relative
and political concepts and terms used in influence of various theories and perspectives
discussions of national and international (e.g., theory of natural law, theory of positive law,
affairs (e.g., democracy, justice, equity, equality, legal realism, feminist theory, critical race theory;
rule of law, judicial independence, jurisprudence, First Nations, Métis, and Inuit perspectives; religious
parliamentary supremacy, sovereignty, country, perspectives) on the interpretation and adminis-
state, republic, federation, jurisdiction) tration of laws and legal processes
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B1.2 explain how various non-legal influences B2.2 explain from a legal perspective how various
have affected and/or continue to affect laws, physiological, psychological, and sociological
legal thinking, and judgements (e.g., with theories of criminal behaviour (e.g., theories of
reference to religion, philosophy, history, customs Lombroso, Beccaria, Durkheim, Merton, Edwin
and conventions, changing values, scholarly debate) Sutherland, Freud) have influenced criminal law
(e.g., impact of various theories on sentencing
Sample questions: “What are some ways in
practices)
which values/practices related to religion influ-
enced past laws or legal judgements in Canada?
B2.3 explain various historical and contemporary
What are some ways in which legal thinking
methods and systems for adjudicating legal
has changed as the country has become more
questions (e.g., trial by ordeal, trial by combat,
multicultural and/or adopted more secular
trial by jury; adversarial versus inquisitorial
values?”
systems; Aboriginal sentencing circles and other
indigenous legal practices; religious mediation;
B1.3 explain the distinctions between domestic
International Court of Justice; military tribunals)
and international law, substantive and procedural
law, public and civil law, and various areas of law
B2.4 assess the relative effectiveness of various
(e.g., tort, family, constitutional, contract, trade law)
legal or political means used by individuals
and groups to advocate for legal reform (e.g.,
B1.4 explain how different types of law affect
lobbying by pressure and stakeholder groups;
people’s everyday lives (e.g., public law: criminal,
voting; citizens’ petitions; court challenges; court
administrative, constitutional; civil law: tort,
family, employment, contract, estate, property)

482
 interventions; civil disobedience; peaceful or rights, environmental protection, the rights of
violent protest; electronic lobbying, including indigenous peoples, the rights of the dying, gender
social media campaigns) identity rights, polygamy, reproductive rights,
recognition of fundamental freedoms, independence
Sample questions: “What are some instances
of the judiciary, democratic [voting] rights, individual

Canadian and International Law

in which political protests have contributed to
liberties under counter-terrorism laws)
legal reform in Canada? Do you think activism
and social protest have been more effective than Sample questions: “What social attitudes are
pursuing change through court challenges?” reflected in the Supreme Court of Canada’s
decision in Murdoch v. Murdoch (1973)? How
did the reaction to that ruling contribute to
B3. Development of Law reform of provincial laws on the division of
FOCUS ON: Continuity and Change property upon divorce?”

By the end of this course, students will: B3.3 explain the reasons of various individuals and
groups for seeking legal reform (e.g., individuals:
B3.1 identify some key issues and developments Clara Brett Martin, Viola Desmond, Mary Two-Axe
that have influenced legal change (e.g., techno- Early, Sandra Lovelace, Martin Luther King, Aung
logical developments, national and international San Suu Kyi, Shirin Ebadi, Lu Xiaobo, Cesar Chavez,
events, natural and human disasters, media Oscar Romero; groups: the Assembly of First
campaigns, issues related to religious or cultural Nations, Amnesty International, Greenpeace, the
customs) and explain how they promoted Sierra Club, the Canadian Civil Liberties Association,
and/or prevented change the Women’s Legal Education and Action Fund),
and assess the significance of specific instances
Sample questions: “What are some legal challen- where the advocated reforms have been
ges that have arisen in Canada in response to achieved
the customs or practices of specific religious CLN4U
groups? What is the impact, or potential impact, Sample questions: “What injustices did
of the Supreme Court decision in R. v. N.S., 2012, Cesar Chavez seek to end? What is legally
affirming that in some circumstances a witness significant about the outcome of his work?”
in court may wear a niqab when testifying?” “What is Jordan’s Principle? How did the
“What are some legal issues that have emerged campaign for Jordan’s Principle lead to a
with the widespread use of social media? What change in the way some First Nations children
are some new laws that have been adopted to receive health care? Do you think the legal
address cyberbullying, online harassment, and/ reforms adequately addressed the issues that
or privacy issues related to social media use?” led to the campaign?”

B3.2 explain how evolving social attitudes,

values, and circumstances have promoted or
prevented changes in various areas of Canadian
and international law over time, and might do
so in the future (e.g., laws relating to: women’s

LEGAL FOUNDATIONS

483
 C. RIGHTS AND FREEDOMS
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Legal Principles of Human Rights Law: explain the principles underpinning human rights law and
the legal significance of those laws, in Canada and internationally (FOCUS ON: Legal Significance)
C2. Development of Human Rights Law: analyse issues associated with the development of human
rights law, in Canada and internationally (FOCUS ON: Continuity and Change)
C3. Protection of Human Rights and Freedoms: compare the roles of the legislative and judicial
branches of government in protecting human rights and freedoms, with a particular emphasis
on Canada (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
C4. Contemporary Issues: analyse various contemporary issues in relation to their impact or potential
impact on human rights law (FOCUS ON: Legal Perspective)

SPECIFIC EXPECTATIONS
C1. Legal Principles of Human Rights Canada is a signatory, what power does the
Law declaration have within Canada? What recourse
do indigenous people in Canada have should
FOCUS ON: Legal Significance the government fail to protect the rights specified
in the declaration?”
By the end of this course, students will:

C1.1 compare the Canadian Charter of Rights

C2. Development of Human Rights Law
and Freedoms with the rights charters of other
nations or international bodies in terms of FOCUS ON: Continuity and Change
their legal force and scope
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

By the end of this course, students will:

Sample questions: “What does it mean to
entrench rights and freedoms?” “Which rights C2.1 analyse the impact, both positive and
and freedoms are the same in most jurisdictions negative, of landmark legislation on the
you have looked at? Which are different?” development of human rights law in Canada
(e.g., the Royal Proclamation of 1763; the Quebec
C1.2 identify the rights and freedoms protected by Act, 1774; the British North America Act, 1867; the
the Canadian Charter of Rights and Freedoms, Indian Act, 1876; the Canadian Bill of Rights, 1960;
and their corresponding responsibilities or the Canadian Charter of Rights and Freedoms,
obligations (e.g., right to trial by jury/responsibility 1982; Bill C-31 [An Act to Amend the Immigration
to serve on a jury), and explain the implications and Refugee Protection Act, the Balanced Refugee
of these rights and responsibilities for various Reform Act; the Marine Transportation Security Act,
individuals and groups in Canadian society and the Department of Citizenship and Immigration
Act], 2012)
C1.3 explain the legal implications of a country’s
signing of various internationally recognized Sample question: “What are some ways in
treaties and conventions related to the protection which Canadian laws since 1867 have protected,
of human rights (e.g., Universal Declaration of or failed to protect, the human rights of groups
Human Rights, Convention on the Rights of the such as First Nations, Métis, and Inuit people,
Child, Geneva Conventions, Convention on the women, and/or racialized groups?”
Rights of Persons with Disabilities, United Nations
Declaration on the Rights of Indigenous Peoples) C2.2 evaluate progress in removing historical and
contemporary barriers to the enjoyment of equal
Sample questions: “What concerns did Canada rights by various individuals and groups, in
voice with respect to the UN Declaration on Canada and internationally (e.g., barriers such as
the Rights of Indigenous Peoples? Now that
484
 discrimination based on class, race, gender, gender and the role of the judiciary in interpreting and
identity, and/or ability; barriers resulting from enforcing the Charter’s provisions
poverty or regional disparity; lack of access to legal
Sample questions: “How might rights and
representation)
freedoms in the Charter compete with one

Canadian and International Law

Sample questions: “Why might the Accessibility another? What is the role of the courts in
for Ontarians with Disabilities Act be seen as balancing competing rights and freedoms?”
a turning point in Ontario human rights law?
Has this act been effective in ensuring access- C3.2 compare from a legal perspective various
ibility for Ontarians with disabilities with respect ways in which people living in Canada can act
to goods, services, facilities, accommodation, to protect their rights (e.g., through complaints
employment, buildings, structures, and premises? to the ombudsman, litigation before courts or
Are there still other barriers that need to be tribunals, petitions, voting, pressure groups,
addressed?” media campaigns)

C2.3 analyse various issues associated with C3.3 explain from a legal perspective (e.g., with
addressing human rights violations, with reference to Charter sections 1 and 33) why it may
reference to specific past and/or present or may not be justifiable to limit individual or
examples of violations in Canada and around collective rights and freedoms in some situations
the world (e.g., slavery in the United States; (e.g., in R. v. Keegstra, 1990; R. v. Oakes, 1986;
Chinese Head Taxes and the Chinese Exclusion Act, Ford v. Quebec [Attorney General], 1988; refugee
1923, in Canada; the Holodomor; the Nuremburg claims; border security checks)
Laws in Germany; the Holocaust; the internment
Sample questions: “Why might a judge issue
of Japanese Canadians during World War II;
a publication ban? Is such a ban a limit on
Native residential schools in Canada; apartheid
freedom of the press? If so, do you think the
in South Africa; forced evictions from Africville,
limitation is reasonable in some cases? Why or
in Nova Scotia; ethnic cleansing in the former CLN4U
why not?” “Under what circumstances might
Yugoslavia)
it be legally justifiable to search students before
Sample question: “Do current governments allowing them entry into a school sports event
have a legal obligation to redress or apologize or a school dance?”
for past actions of former governments?”
C3.4 compare the roles of different branches of
C2.4 analyse the contributions of various individ- government (including both the legislative and
uals and groups to strengthening protection for judicial branches) in creating legislation that
human rights in Canada and internationally affects human rights and in interpreting and
(e.g., Emily Murphy, Lady Aberdeen, Alan enforcing its provisions in various countries
Borovoy, Stephen Lewis, Nelson Mandela, the (e.g., counter-terrorism legislation in the United
Dalai Lama, Mohandas Ghandi, Rosalie Abella, Kingdom, United States, and Canada; immigration
Viola Desmond, Louise Arbour, Michaëlle Jean; and refugee laws in Australia, Canada, and France;
Doctors Without Borders, Me to We, Amnesty legal protections for minority and cultural groups
International, Human Rights Watch, Oxfam, in various countries)
Egale Canada, Advocacy Resource Centre for
the Handicapped [ARCH])
C4. Contemporary Issues
Sample question: “What are some changes to
human rights law, in Canada or internationally, FOCUS ON: Legal Perspective
that have resulted from the work of Canadian
individuals and/or groups?” By the end of this course, students will:

C4.1 analyse from a legal perspective contemporary

C3. Protection of Human Rights and circumstances in which individual or group
Freedoms rights and freedoms are threatened (e.g., loss of
autonomy due to globalization, loss of privacy or
FOCUS ON: Legal Significance; Interrelationships; Legal intellectual property rights due to cybercrime) or
RIGHTS AND FREEDOMS

Perspective limited (e.g., by imposition of travel security checks

or environmental protection laws)
By the end of this course, students will:
C4.2 compare from a legal perspective the rights
C3.1 explain the role of Parliament in creating and protections (e.g., protections related to
the Canadian Charter of Rights and Freedoms, workplace safety, pay equity, unionization) for

485
 various kinds of workers (e.g., migrant workers,
immigrants, refugees) in Canadian jurisdictions
and jurisdictions outside Canada
Sample question: “Why might mine workers
Grade 12, University Preparation

employed inside and outside Canada by the

same multinational corporation have different
workers’ rights?”

C4.3 assess the strengths and weaknesses of current

laws for protecting the rights of individuals and
various groups (e.g., indigenous peoples) from the
impact of human activities that cause changes
to the natural environment (e.g., the construction
of hydroelectric dams, pipelines, highways; resource
extraction and processing)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

486
D. FOUNDATIONS OF INTERNATIONAL
LAW AND DISPUTE RESOLUTION

Canadian and International Law

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Fundamentals of International Law: explain the legal importance of various key principles and
issues in international law (FOCUS ON: Legal Significance)
D2. Development of International Law: analyse how various factors have influenced the development
of international law (FOCUS ON: Legal Significance; Continuity and Change)
D3. Conflict and Cooperation: analyse how various agreements, treaties, and conventions in international
law influence international conflict and cooperation (FOCUS ON: Legal Significance; Interrelationships;
Legal Perspective)

SPECIFIC EXPECTATIONS
international court help to address issues related
CLN4U
D1. Fundamentals of International Law
to human trafficking?” “What laws are in place
FOCUS ON: Legal Significance to detect, deter, and prosecute money launderers
and the financing of terrorist activity?”
By the end of this course, students will:

D1.1 explain the legal significance of various

principles and key concepts in international law
D2. Development of International Law
(e.g., rule of law, equality and non-discrimination FOCUS ON: Legal Significance; Continuity and Change
in the enjoyment of human rights, diplomatic
immunity, collective security, national sovereignty, By the end of this course, students will:
concepts related to customary law and treaty law)
D2.1 identify and describe agreements and organ-
D1.2 describe various challenges that face sovereign izations that have influenced the development
of international law (e.g., Treaty of Westphalia,

FOUNDATIONS OF INTERNATIONAL LAW AND DISPUTE RESOLUTION

states in creating, ratifying, and implementing
international treaties (e.g., divergent interests/ League of Nations, United Nations, International
views/beliefs in relation to: foreign policy, equity, Criminal Court, Geneva Convention)
the role of government, territorial claims) Sample question: “In your opinion, which
Sample question: “How might the laws and agreement or organization has had the most
policies of sovereign states hinder the ratification significant impact with respect to changing
of international environmental or trade international law?”
agreements?”
D2.2 explain, using historical and contemporary
D1.3 identify and define various types of inter- examples, the roles of various international
national crimes (e.g., crimes under the mandate organizations and courts (e.g., the United
of the International Criminal Court: crimes of Nations [UN], the International Court of Justice,
aggression, crimes against humanity, war crimes, the International Criminal Court), including the
genocide; other types of international crimes: scope of their legal mandate to define, regulate,
smuggling of migrants, human trafficking, money enforce, and change international laws
laundering, arms smuggling, illegal wildlife trade, Sample questions: “Why would a country agree
illegal dumping of hazardous waste) to have its human rights record reviewed by
Sample questions: “Why is an international the United Nations? What legal or other powers
criminal court necessary?” “How might an do the UN and its member countries have to

487
 encourage a non-compliant country to live up D3.4 analyse examples of domestic laws and
to its human rights obligations?” “How might practices that violate or have violated human
pressure from the UN encourage a country to rights protected under international law or
tighten its laws relating to sex tourism?” conventions (e.g., apartheid in South Africa;
Grade 12, University Preparation

anti-LGBT laws in Uganda or Russia; anti-terrorism

laws in Canada or the United States; laws restricting
D3. Conflict and Cooperation press freedom in China or Turkey; “disappearances”
and/or torture of political opponents in Latin
FOCUS ON: Legal Significance; Interrelationships; Legal
America; “honour killings” in South Asia; use of
Perspective
child soldiers in Africa; slave labour in various
By the end of this course, students will: countries)
Sample questions: “What are some international
D3.1 identify different types of international conventions that proscribe gender-based dis-
disputes (e.g., about treaty violations, boundary crimination? Do all governments observe these
disputes, access to resources, trade barriers) conventions? If not, what types of laws or
and compare the strengths and weaknesses practices contravene these conventions?”
of peaceful and non-peaceful methods of
resolving them (e.g., mediation, arbitration, D3.5 analyse Canada’s record of supporting or
negotiation, sanctions, embargoes, war, armed not supporting various alliances, agreements,
conflict, hostage-taking) and treaties under international law (e.g., North
Atlantic Treaty Organization [NATO], North
D3.2 compare the legal mandate in the enforcement
American Free Trade Agreement [NAFTA], United
of international law of the International Court of
Nations Framework Convention on Climate Change,
Justice (e.g., to adjudicate disputes between states
various UN human rights declarations and
about matters such as access to resources, boundaries,
conventions)
use of international oceans and waterways) with
the legal mandate of the International Criminal Sample question: “How has Canada’s inter-
Court (e.g., to prosecute individuals for crimes national status been affected by its support for
against the international community as a whole, or failure to support (or both) international
including war crimes, genocide, crimes against agreements such as the UN Declaration on the
humanity, and the crime of aggression) Rights of Indigenous Peoples?”

D3.3 compare Canadian and international

perspectives on global issues that are addressed
in various international treaties and agreements
(e.g., issues related to human rights protection,
environmental protection, collective security,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

boundary disputes, trade and tariff barriers)

Sample question: “How does the Canadian
perspective on issues relating to climate change
differ from that of other countries?”

488
E. INTERNATIONAL LEGAL ISSUES

Canadian and International Law

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Criminal Law: analyse various key concepts, legal systems, and issues in criminal law, in Canada
and internationally (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
E2. Environmental Protection: analyse factors that influence the effectiveness of domestic and interna-
tional environmental legislation (FOCUS ON: Continuity and Change; Legal Perspective)
E3. Workplace Legal Issues: analyse legal principles, systems, and processes used to protect various
parties’ interests in the workplace, in Canada and internationally (FOCUS ON: Legal Significance;
Interrelationships)
E4. Emerging Legal Issues: analyse emerging global issues and their implications for international law
(FOCUS ON: Legal Perspective)

SPECIFIC EXPECTATIONS
CLN4U
E1. Criminal Law in instances of crimes against people of a
particular region, country, or ethnicity (e.g.,
FOCUS ON: Legal Significance; Interrelationships; Legal government-sanctioned human rights abuses, failure
Perspective to protect the rights of indigenous peoples, civil war,
humanitarian crises, terrorism, Rwanda genocide,
By the end of this course, students will: Darfur genocide)
E1.1 analyse from a legal perspective the concept Sample question: “To what extent do the trials
of morality as well as differing definitions of conducted at the International Criminal Court
certain criminal offences in the domestic law of reflect a universal concept of justice?”
various countries (e.g., culpable and non-culpable
homicide; assisted suicide; hate crimes; fraud; sexual E1.4 compare the activities of some organizations,
offences – procuring and living off the avails of both domestic and international, that enforce
prostitution, obscenity, child pornography; computer law (e.g., Interpol and Canadian law enforcement
crimes – financial theft, identity theft, copyright organizations) or that monitor justice systems
infringement, dissemination of child pornography) (e.g., International Centre for Criminal Law
Reform and Criminal Justice Policy, the Criminal
Sample question: “Under what conditions and
Cases Review Commission [UK], Human Rights
in what countries, if any, is it not a crime to
Watch, Association in Defence of the Wrongfully
assist a person in ending his or her life?”
Convicted [Canada]), and identify circumstances
in which the roles of international and domestic
E1.2 describe the key steps in the legal process of
organizations might conflict with one another
bringing an accused to trial in Canada and in
international contexts, and explain the legal Sample questions: “Which bodies were respon-
reasons for each step (e.g., procedures related sible for reviewing the events of the 2010 G20
to the nature of the crime; protocols related to meetings held in Toronto? How do their
INTERNATIONAL LEGAL ISSUES

the collection, protection, and admissibility of findings compare with one another?”
evidence; procedural variations required by inter-
national law and/or agreements between countries) E1.5 describe ways in which countries exercise
legal power outside their own borders (e.g., “no
E1.3 assess from a legal perspective the strengths fly” lists, use of diplomatic immunity) and ways
and weaknesses of arguments for and against in which they cooperate or do not cooperate
interventions by the international community in the administration of criminal justice across

489
 borders (e.g., cooperation: extradition treaties and claims that such laws are unnecessary, ineffective,
agreements; non-cooperation: bars to extradition – unenforceable, not economically viable, unfair to
as in United States v. Burns, 2001; UN Security certain groups or interests)
Council vetoes)
E2.5 describe the purpose and actual or potential
Grade 12, University Preparation

Sample question: “Should the Canadian

effects of various single-country and multilat-
government agree to extradite people living
eral/international environmental protection
in Canada who are accused of a capital offence
agreements (e.g., single-country agreements:
to countries that impose the death penalty?”
Environmental Protection Act [Canada, 1990],
Transportation of Dangerous Goods Act [Canada,
E1.6 analyse the relationship between the principles
1992], granting of “personhood” status to the
and purposes of sentencing (e.g., principles of
Whanganui River [New Zealand, 2012]; multilat-
parity, proportionality) and the penalties imposed
eral/international agreements: Convention on
in the criminal justice systems of various coun-
International Trade in Endangered Species of Wild
tries (e.g., capital punishment, corporal punishment,
Flora and Fauna, 1973; Montreal Protocol on
incarceration, restorative justice)
Substances that Deplete the Ozone Layer, 1989;
Canada-U.S. Air Quality Agreement, 1991; United
E2. Environmental Protection Nations Framework Convention on Climate Change,
1992; Kyoto Protocol, 1997; European Union
FOCUS ON: Continuity and Change; Legal Perspective Emissions Trading System, 2005; Copenhagen
Accord, 2009; Aichi Biodiversity Targets, 2011)
By the end of this course, students will:
Sample question: “To what degree have the
E2.1 explain the purposes of environmental following environmental protection agreements
protection laws (e.g., to reduce and/or counter the succeeded in their aims: the Montreal Protocol,
negative effects of human activity on the natural the Canada-U.S. Air Quality Agreement, the
environment) and some of the considerations Kyoto Protocol, the EU Emissions Trading
influencing how such laws are framed (e.g., System?”
considerations related to national sovereignty,
legal reciprocity, sustainable development, polluter
pays, intergenerational equity) E3. Workplace Legal Issues
Sample questions: “Why was Ontario’s FOCUS ON: Legal Significance; Interrelationships
Environmental Bill of Rights (1993) considered
groundbreaking in terms of environmental By the end of this course, students will:
law?” “Should Canada amend the Constitution
E3.1 explain the role of governments, in Canada
to guarantee the right to clean air and water for
and internationally, in developing laws relating
its citizens? Why or why not?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

to labour and the workplace, and identify key

components of existing laws (e.g., Canada Labour
E2.2 describe from a legal perspective the role of
Code, Employment Standards Act [Ontario],
various individuals and groups in developing
Working Time Directive [European Union, 2003],
and enforcing environmental protection laws
Taft-Hartley Act [United States, 1947])
(e.g., the role of: Maude Barlow and the Council
of Canadians in achieving recognition of access to Sample question: “What are the differences
clean water as a human right by the United Nations; between a pay equity violation and an employ-
Environmental Defence in securing the banning ment equity violation?”
of bisphenol A [BPA] from baby bottles; the Sierra
Club in the protection of wild places around the E3.2 analyse and describe the relationships between
world; First Nations, Métis, and Inuit groups in the key parties affected by laws regarding
strengthening requirements for environmental behaviour and standards in the workplace,
assessments) in Canada and internationally (e.g., employees,
managers, employers, unions, corporations,
E2.3 analyse from a legal perspective the strengths governments)
and weaknesses of international laws to protect
Sample question: “What actions did the corporate
key natural resources held in common around
community and the Bangladeshi and other
the world (e.g., water, air, fish)
governments take following the disaster at
Rana Plaza in 2013?”
E2.4 assess the validity of reasons put forward
by various stakeholders for opposing various
E3.3 explain the legal issues raised by various
environmental protection agreements (e.g.,
violations of Canadian and/or international

490
 workplace safety codes and labour laws (e.g., E4.2 analyse from a legal perspective the advan-
the 2010 BP Deepwater Horizon explosion and tages and/or disadvantages of participation
oil spill, violations of fair-trade laws, use of child in international economic organizations and
labour) agreements (e.g., the World Trade Organization,
the European Union, Asia-Pacific Economic

Canadian and International Law

Cooperation, the North American Free Trade
E4. Emerging Legal Issues Agreement)
FOCUS ON: Legal Perspective Sample questions: “For countries seeking a free
trade agreement, how might differing domestic
By the end of this course, students will: labour laws, human rights laws, or environmental
regulations create challenges in negotiating the
E4.1 analyse from a legal perspective how various agreement? What impact might the final agree-
technological advances (e.g., in communications ment have on those domestic laws/regulations?”
or surveillance technology, in medical science, in
financial transactions) may challenge or support E4.3 evaluate the strengths and weaknesses of
the administration of justice, in Canada and international agreements in protecting various
internationally (e.g., challenges: protection of rights and freedoms (e.g., the rights of women,
privacy of victims/accused, protection of intellectual children, indigenous people; religious rights;
property; supports: developments in quality of DNA animal rights)
evidence, availability of surveillance information
from CCTV cameras) Sample question: “What are some circumstances
that limit the effectiveness of international
Sample questions: “In view of developments in agreements in protecting the fundamental
technology, are existing laws adequate to protect rights and freedoms of the people living in the
individuals, corporations, and governments participating countries?”
from invasions of privacy? Why or why not?”
CLN4U

INTERNATIONAL LEGAL ISSUES

491
Legal Studies, Grade 12
College Preparation CLN4C

This course provides a foundation for students who wish to pursue a career that requires
an understanding of law. Students will explore the importance of law, analysing contem-
porary legal issues and their relevance to daily life. They will investigate the requirements
for various law-related careers as well as legal responsibilities in the workplace. Students
will apply the concepts of legal thinking and the legal studies inquiry process to investigate
their rights and responsibilities, legal processes and structures, and the role of law in a
changing society.

Prerequisite: Civics and Citizenship, Grade 10, Open

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. The Inquiry Process and Skill Development in Legal Studies

Overall Expectations
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts
of legal thinking when investigating current legal issues

A2. Developing Transferable Skills: apply in everyday contexts skills developed through the
study of law, and identify careers in which a background in law might be an asset
(continued)

493
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, College Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

B. Legal Foundations

B1. Purpose and Processes of Law: explain purposes Law is based on principles What is just? What is fair?
of law, legal structures and processes, and fundamental derived from society’s
principles of justice in Canada (FOCUS ON: Legal beliefs about what is fair How does the law affect
Significance) and just. your life?

B2. Development of Law: explain how governments Law changes over time in How has the law changed
and societal attitudes and values have influenced the response to a variety of and how has it stayed the
development of law in Canada (FOCUS ON: Legal factors, including what same?
Significance; Continuity and Change) society values and believes Does the Canadian justice
in, technological advances, system treat and protect
and political trends. all groups of people
equally?
B3. Law and Diversity: analyse the ability of Canadian Vulnerable people and
law to uphold the rights and accommodate the needs groups need laws to
of diverse individuals and groups (FOCUS ON: Legal protect their interests.
Significance; Legal Perspective)

C. Rights and Responsibilities

C1. Fundamentals of Human Rights Law in Canada: The Canadian Charter of Why are human rights
explain the legal importance of human rights law in Rights and Freedoms and laws important?
Canada, with particular reference to the Canadian other rights-related legisla­
Charter of Rights and Freedoms (FOCUS ON: Legal tion represent Canadian What happens legally
Significance) ideals and principles related when human rights
to human rights. compete with each other?

Canadians have legal rights Does Canadian law provide

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

C2. Rights and Responsibilities: analyse from a legal

perspective how the rights and responsibilities of and responsibilities. adequate protection of
individuals, groups, and governments are connected human rights?
(FOCUS ON: Interrelationships; Legal Perspective) Individuals and groups
within the justice system Does Canadian law provide
have complementary roles adequate protection of
and responsibilities in the environment?
administering Canadian law. How do diversity and
There are competing beliefs changing beliefs about
about the appropriate gender equality, freedom
extent of personal rights of expression, and
and freedoms. freedom of religion
influence Canadian
C3. Influences on Human Rights Issues: analyse from a The recognition and human rights law?
legal perspective the role of forces such as globalization, protection of human rights
technological change, media influence, and evolving in Canada and around the
societal attitudes in strengthening or weakening world are affected by forces
protections for human rights in Canada and abroad such as globalization,
(FOCUS ON: Continuity and Change; Legal Perspective) technological change, and
the influence of social media.
Human rights legislation is
influenced by diverse and
changing social beliefs.

* See page 17 for a discussion of the purpose of big ideas and framing questions.
494
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Legal Thinking

Legal Studies
D. Contemporary Legal Issues

D1. Law and Society: analyse the role of law in Laws evolve to protect the How do law enforcement,
contemporary society (FOCUS ON: Legal Significance) vulnerable and society as criminal procedures, and
a whole. sentencing reflect and
protect the rights and
D2. Legal Structures and Processes: describe laws Family law exists to interests of the accused,
and processes for dealing with different types of legal protect all members in the victim, and society as
offences and disputes in Canada (FOCUS ON: Legal domestic relationships, a whole?
Significance; Interrelationships) even when the
relationships end. What are some proposed
changes to the law that
D3. Emerging Legal Issues: explain the legal implications International political are controversial? Why are
of a variety of current issues, both in Canada and events and forces may they controversial?
internationally (FOCUS ON: Continuity and Change; prompt changes to
Legal Perspective) domestic laws in Canada.

E. Law in the Workplace CLN4C

E1. Law and Careers: describe the educational, training, There are a variety of How can you find
certification, and other professional requirements for careers, with different information about
various careers where an understanding of law is requirements, duties, and careers that require an
important (FOCUS ON: Legal Perspective) qualifications, where an understanding of law?
understanding of and
interest in the law are What law-related
important. career would best suit
your academic skills,
E2. Roles and Responsibilities in the Workplace: analyse Employment law attempts personality type, and
the roles and responsibilities of employees, managers, to balance the rights of aspirations? How should
employers, corporations, and governments in the business owners and you prepare for that
workplace (FOCUS ON: Interrelationships; Legal workers. career? What goals
Perspective) could you set?
Workplace laws are
intended, in part, to How does the law protect
protect the rights and youth in the workplace?
freedoms of people in
the workplace. Do workplace and
employment laws
E3. Legal Issues in the Workplace: analyse legal National and international strengthen or weaken
issues related to the influence of new technologies, employment and workplace businesses?
environmental concerns, and national and international laws are influenced by the
Should there be a legal
events on the workplace (FOCUS ON: Legal Significance; development of new
right to strike?
Continuity and Change; Interrelationships) technologies, environmental
concerns, and the impact of Why do we need
globalization. workplace laws that
protect the environment?
OVERVIEW

495
 A. THE INQUIRY PROCESS AND SKILL
DEVELOPMENT IN LEGAL STUDIES
Grade 12, College Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of
legal thinking when investigating current legal issues;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study
of law, and identify careers in which a background in law might be an asset.

SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies A1.5 use the concepts of legal thinking (i.e., legal
significance, continuity and change, interrela-
Throughout this course, students will: tionships, and legal perspective) when analysing,
evaluating evidence about, and formulating
A1.1 formulate different types of questions to
conclusions and/or judgements regarding legal
guide investigations into current legal issues
issues (e.g., apply the concept of legal significance
(e.g., factual questions: What checks and balances
when analysing the impact of the Oakes case on
are in place to ensure that the judicial branch
the Canadian legal system; apply continuity and
interprets and administers the law fairly and
change when investigating the evolution of legal
impartially?; comparative questions: What are
definitions of marriage in Canada; apply the concept
some similarities and differences between criminal
of interrelationships to help them understand
and civil law?; causal questions: What are some
considerations underlying the creation and imple-
legal issues that might arise as a result of practices
mentation of labour and employment protection
related to increased border security?)
laws; take the concept of legal perspective into
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

account when analysing competing interests

A1.2 select and organize relevant evidence and
relevant to Aboriginal treaty rights)
information from primary and secondary
sources (e.g., primary: case law, legislation; Sample questions: “What concept or concepts
secondary: newspapers, websites, journals, books) of legal thinking would be the most appropriate
to consider when investigating the legal issues
A1.3 assess the credibility of sources relevant to relevant to an individual or group challenge to
their investigations (e.g., establish criteria to help the Canadian Charter of Rights and Freedoms?
determine the reliability, accuracy, and relevance Why would this concept (these concepts) be
of information; compare how evidence is constructed particularly useful?”
or presented in different sources; consider the
influence of factors such as bias, audience, purpose, A1.6 evaluate and synthesize their findings to
context, and values) formulate conclusions and/or make informed
judgements or predictions about the legal
A1.4 interpret and analyse legal issues (e.g., issues they are investigating
arguments for and against legislation limiting the
Sample questions: “What conclusions do
right to medical treatment for refugees in Canada;
you reach after comparing the arguments and
Quebec legislation restricting students’ rights of
evidence for and against decriminalizing the
assembly to protest higher tuition fees) using
possession of small amounts of marijuana for
evidence and information relevant to their
personal use?” “What are some reasons you or
investigations and a variety of tools and
others might disagree with a verdict?” “What
strategies
conclusions do you reach about whether the
decision in the case achieved a proper balance
between the need to protect minority rights and
the need to respect freedom of expression?”

496
A1.7 communicate their ideas, arguments, and A2.2 apply in everyday contexts skills and work
conclusions using various formats and styles, habits developed through investigations related
as appropriate for the audience and purpose to law (e.g., conflict-resolution skills used to mediate
(e.g., a debate on issues raised by section 1 of or arbitrate disputes, reasoning skills used to assess
the Canadian Charter of Rights and Freedoms; the logical soundness of competing or adversarial
a case study that looks at how the interpretation arguments and decision-making skills to make a
of Aboriginal rights to land use has changed over choice based on those arguments, oral communica-
time; a mock trial based on an actual workplace tion and advocacy skills used to present persuasive
health and safety case; a presentation on the legal arguments)
obligations of businesses in Ontario to provide

Legal Studies
services for people with physical disabilities; a A2.3 use the concepts of legal thinking when
report on law-related careers based on interviews analysing current events related to legal
with people working in the legal, justice, and/or issues in order to enhance their understanding
law-enforcement system) of these events and of the role of informed
citizens (e.g., to identify the legal issues raised
A1.8 use accepted forms of documentation by controversial questions)
(e.g., endnotes or footnotes, author/date citations,
reference lists, bibliographies, credits) to acknow- A2.4 identify careers in which a legal background
ledge different types of sources (e.g., case law, might be useful (e.g., police officer, court clerk,
legislation, websites, blogs, books, articles, oral bail supervisor, bailiff, court interpreter, corrections
interviews, archival sources) officer, lawyer, paralegal, entrepreneur, politician,
employee of a non-governmental organization,
A1.9 use terminology appropriate to the audience community legal worker, lobbyist, children’s aid
and purpose when communicating the results worker, social worker, auditor, tax adjuster)
of their investigations (e.g., vocabulary specific to
their inquiry, terminology related to law and legal
processes)
CLN4C

A2. Developing Transferable Skills

Throughout this course, students will:

A2.1 describe ways in which investigations related

to law can help develop skills, including the
essential skills in the Ontario Skills Passport
(e.g., graphing, oral communication, technological,
numeracy, literacy, decision-making skills), that
can be transferred to postsecondary opportun-
ities, the world of work, and everyday life

THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES

497
 B. LEGAL FOUNDATIONS
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

B1. Purpose and Processes of Law: explain purposes of law, legal structures and processes, and
fundamental principles of justice in Canada (FOCUS ON: Legal Significance)
B2. Development of Law: explain how governments and societal attitudes and values have influenced
the development of law in Canada (FOCUS ON: Legal Significance; Continuity and Change)
B3. Law and Diversity: analyse the ability of Canadian law to uphold the rights and accommodate the
needs of diverse individuals and groups (FOCUS ON: Legal Significance; Legal Perspective)

SPECIFIC EXPECTATIONS
B1. Purpose and Processes of Law B1.4 explain the relevance of key principles of
justice (e.g., equality, equity, judicial independence,
FOCUS ON: Legal Significance the rule of law, due process, the presumption of
innocence, open courts) to current legal issues
By the end of this course, students will:
and landmark cases in Canada (e.g., the role
B1.1 explain the purpose of various categories of the Supreme Court of Canada; Roncarelli v.
of law (e.g., substantive/procedural, provincial/ Duplessis, 1959; R. v. Oakes, 1986)
federal/international, public/private) and various
areas of law (e.g., administrative, constitutional, B2. Development of Law
criminal, tort, contract, employment)
FOCUS ON: Legal Significance; Continuity and Change
B1.2 explain the relevance of specific areas of law
to everyday life (e.g., contract law – relevant to: By the end of this course, students will:
employment, purchasing goods and services,
B2.1 explain how shifting societal attitudes, values,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

prenuptial agreements, purchasing property or

and customs have influenced the development
renting accommodation; family law – relevant to:
of Canadian law (e.g., laws relating to: the definition
separation and divorce, child custody issues, wills
of marriage and family, voting rights, environmental
and inheritance issues; copyright law – relevant
conservation and stewardship, race, gender, sexual
to: the downloading and use of music, images, and
orientation, ethnicity, language, disability, treaty
digital software from the Internet)
rights and land claims)
Sample questions: “What are some issues in
employment or contract law that you might Sample questions: “What societal changes led
have to deal with in your everyday life? What to the recognition of same-sex marriage? What
forms of legal assistance are available to help arguments related to the issue were made by
you deal with them?” individuals, governments, opposition parties,
and interest groups?”
B1.3 describe the legal structures (e.g., different
types of courts and tribunals) and processes (e.g., B2.2 describe, with reference to both federal and
filing necessary documents, time limits, hiring a provincial governments, the division of powers
lawyer for a specific purpose, costs) associated between the three branches of government in
with civil actions, criminal prosecutions, and Canada that are relevant to law (e.g., executive
administrative law proceedings in Canada branch: power to initiate legislation and make
judicial appointments; legislative branch: power
Sample question: “What procedures are involved to initiate, amend, and pass laws; judicial branch:
in applying to the Landlord and Tenant Board power to interpret, enforce, and strike down or
for help in resolving a dispute about a rental
agreement?”

498
 alter legislation), and explain how the division B3.2 analyse from a legal perspective the influence
has affected the creation, implementation, and of diverse psychological, socio-economic, and
enforcement of law in Canada over time sociological factors on the administration of
law (e.g., factors such as: limited access to legal
Sample questions: “If you wanted to have a new
services, poverty, mental illness, the quality of
law enacted in an area of provincial jurisdiction,
police-community relations, media publicity,
what elected or appointed official in which
advances in technology)
branch of government would you contact
first?” “If a court finds that a law violates the Sample questions: “Why are there laws about
Canadian Charter of Rights and Freedoms, media involvement in the legal process? What

Legal Studies
what options are available to address the constraints does the law place on the media to
Charter breach?” limit its influence during legal proceedings?”
“In what ways does the law protect the interests
of people who have a mental disability?” “What
B3. Law and Diversity are the challenges of delivering legal services in
remote, isolated communities such as those in
FOCUS ON: Legal Significance; Legal Perspective
northern Ontario?”
By the end of this course, students will:
B3.3 analyse the ability of the justice system to
B3.1 explain various provisions in Canadian respond equitably to various challenges (e.g.,
law (e.g., Charter guarantees of rights [including language barriers, high costs, accessibility for people
equality rights, language rights, and minority with disabilities, limited access to or ineligibility
language education rights]; Charter limitations for educational and government services) faced
clause [section 1] and notwithstanding clause by people in potentially vulnerable groups (e.g.,
[section 33]; constitutional protection of Aboriginal people with low income, people with mental illness,
rights [Charter section 25, and Constitution Act immigrants, refugees, racialized groups, people in
section 35]) that may be used to accommodate the LGBT community) CLN4C
the interests and needs of diverse groups (e.g., Sample questions: “What are the eligibility
First Nations, Métis, and Inuit groups; women; criteria for access to legal aid?” “When can a
racialized groups; new Canadians and refugees; decision about services such as benefits, social
vulnerable groups such as people with physical or assistance, or social housing be appealed?” “What
intellectual disabilities, children, and the elderly; services are offered by legal aid clinics in your
corporations and businesses; environmental groups; region and what are the related costs?”
migrant workers; various ethnic groups)
Sample questions: “How might various groups
use laws to protect their interests and address
their needs?” “How do people use the law to
protect animals or plants?” “Why is section 1
of the Charter referred to as the ‘reasonable
limits clause’? How is the Oakes Test applied
to determine if an infringement on rights under
this section is reasonably justified?”

LEGAL FOUNDATIONS

499
 C. RIGHTS AND RESPONSIBILITIES
Grade 12, College Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. Fundamentals of Human Rights Law in Canada: explain the legal importance of human rights
law in Canada, with particular reference to the Canadian Charter of Rights and Freedoms
(FOCUS ON: Legal Significance)
C2. Rights and Responsibilities: analyse from a legal perspective how the rights and responsibilities
of individuals, groups, and governments are connected (FOCUS ON: Interrelationships; Legal
Perspective)
C3. Influences on Human Rights Issues: analyse from a legal perspective the role of forces such
as globalization, technological change, media influence, and evolving societal attitudes in
strengthening or weakening protections for human rights in Canada and abroad (FOCUS ON:
Continuity and Change; Legal Perspective)

SPECIFIC EXPECTATIONS
C1. Fundamentals of Human Rights C2. Rights and Responsibilities
Law in Canada FOCUS ON: Interrelationships; Legal Perspective
FOCUS ON: Legal Significance
By the end of this course, students will:
By the end of this course, students will:
C2.1 describe some everyday legal responsibilities
C1.1 explain the legal significance and scope of Canadians (e.g., responsibility to pay taxes,
of the rights and guarantees in the Canadian follow regulations for small business, meet health
Charter of Rights and Freedoms (e.g., the and safety standards, serve on a jury, meet contrac-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

importance of constitutional entrenchment, the tual obligations of mortgage and loan agreements,
implications of the limitations clause [section 1]) respect the rights of others)
Sample questions: “Why is it important for
C1.2 explain the legal concept of competing
people to be aware of the legal implications of
rights, with reference to specific conflicts
the various types of contracts they may be asked
between different Charter rights and between
to sign, such as rental agreements, cellphone
human rights legislation and other legislation
plans, lease agreements, or bank loans?” “Why
(e.g., laws against hate speech versus Charter
are Canadians required to pay income tax?”
guarantees of freedom of expression; anti-terrorist
“Why is ignorance of the law not a legal
legislation versus inadmissibility of evidence
defence?”
obtained under torture; rights of an accused person
to cross-examine witnesses versus rights of alleged C2.2 analyse from a legal perspective issues
victims of sexual assault to maintain privacy) related to the right of individuals, groups,
Sample questions: “In what kinds of cases might and governments to use natural resources, and
a person’s privacy rights be legally set aside the corresponding responsibilities/regulations
under the provisions of the Criminal Code?” related to environmental protection (e.g., rights:
“What constitutes a reasonable limitation of access to water; Aboriginal hunting/trapping,
free speech in a democracy?” “What is the legal fishing, and harvesting treaty rights; other hunting/
significance of Saskatchewan (Human Rights trapping, fishing, and harvesting rights; mining
Commission) v. Whatcott, 2013, and Delgamuukw v. rights; responsibilities/regulations: antipollution
British Columbia, 1997?” “What are the conflicting laws, licensing requirements, duty to consult,
rights in R. v. Keegstra, 1990?” “What are the
limits on police interrogation?”

500
 environmental assessment requirements, reforesta- from civil unrest, standard of living on First Nations
tion laws, ecological restoration requirements) reserves and in remote communities, acceptance of
and/or support for refugee claimants)
Sample questions: “What are the responsibilities
of governments and/or industries when planning Sample questions: “Should Canada trade with
a development that has an environmental a country that violates human rights? What are
impact?” “What legal options are available to some arguments for doing so? What are some
communities that might object to the potential arguments against doing so?” “In what way
negative environmental impact of a develop- has Canada been criticized for not meeting its
ment?” “How do the regulations for a dry- international rights obligations?” “Should

Legal Studies
cleaning business relate to the protection of Canadian companies be obligated to follow
natural resources?” “What kinds of actions Canadian human rights laws when operating
should be taken when the safety of the water outside of Canada?”
supply is threatened? What officials and/or
institutions have the legal responsibility to
ensure that these actions are taken?” “When you C3. Influences on Human Rights Issues
examine some landmark cases (e.g., Delgamuukw FOCUS ON: Continuity and Change; Legal Perspective
v. British Columbia, 1997; R. v. Marshall, 1999;
R. v. Powley, 2003; Haida Nation v. British Columbia By the end of this course, students will:
[Minister of Forests], 2004; Tsilhqot’in Nation v.
British Columbia, 2014), what do you notice C3.1 analyse from a legal perspective some positive
about how the Supreme Court of Canada’s and negative effects of globalization on human
interpretation of Aboriginal rights to land use rights protection in Canada and abroad (e.g.,
has changed?” globalization of communications can improve
monitoring of rights violations and empower human
C2.3 describe some harmful effects that people rights advocates; economic globalization can con-
can experience when governments and the tribute to imbalances of wealth and limit the rights CLN4C
legal system do not recognize and protect rights of poor people; transnational corporations can
and freedoms (e.g., gender inequality in pay and evade employment and environmental protection
promotion, wrongful conviction, unlawful detention laws by establishing operations in a country with
and imprisonment, workplace harassment or dis- weaker laws; globalization may prompt changes
crimination, racial profiling) to immigration and labour laws to allow labour
Sample question: “What were some of the shortages to be met by temporary foreign workers,
concerns about police practices raised in the but these workers may have fewer rights than
inquiry into the G20 protests in Toronto in 2010?” Canadian employees)
Sample questions: “To what extent are Canadian
C2.4 describe current Ontario laws that are businesses operating abroad required to comply
designed to protect the rights of youth (e.g., with Canadian human rights laws?” “What
Ontario’s Child and Family Services Act, youth practical and legal difficulties arise when enfor-
employment laws) and to regulate their behaviour cing rights in the online environment?” “What
(e.g., driver’s licence regulations, age restrictions impact has globalization had on workers’ rights
related to the sale of alcohol and tobacco) and labour standards? Why might a company
Sample questions: “At what age is youth move from Canada to a country with weaker
employment legal in Ontario and under what labour standards? What alternatives, including
conditions? What branch of government should those outside the legal system, are available to
you contact to report a suspected or actual individuals or groups who oppose such moves?”
violation of Ontario’s youth employment laws?”
“What are the similarities and differences C3.2 evaluate from a legal perspective the impact
between the labour laws that protect adults of advances in technology on human rights
and those that protect youth workers?” “What protection in Canada and in the world (e.g.,
do you need to know about workplace safety increased opportunities for education and access
RIGHTS AND RESPONSIBILITIES

prior to accepting a job?” to information versus increased opportunities for

identity theft, theft of intellectual property, and
C2.5 assess the level of consistency between invasion of personal privacy [such as in airport
government policies and actions and Canada’s security searches]; medical advances enabling
stated commitment to the protection of human life to be prolonged versus an individual’s right
rights at home and abroad (e.g., with respect to: to refuse treatment that would prolong life)
trade agreements with versus economic sanctions Sample questions: “How are advances in
against countries that do not respect human rights, technology used to protect collective security?
provision of humanitarian aid to countries suffering How might laws/procedures associated with

501
 these uses of technology conflict with laws C3.4 explain how various political and socio-
guaranteeing individual rights and freedoms?” economic factors can influence individual and
“Given that it is now possible to sequence an group attitudes towards human rights issues
individual’s DNA, are there any laws in place (e.g., factors such as: economic conditions; presence
to protect people’s right to own information or absence of democratic values and institutions;
Grade 12, College Preparation

about their personal genetic makeup?” acceptance or non-acceptance of racial, cultural,

religious, and linguistic diversity)
C3.3 analyse from a legal perspective the influence
of the media, including social media, on public
awareness of human rights issues (e.g., potential
for exposing human rights abuses; potential for
sensationalizing trivial issues and/or underreporting
or neglecting serious issues; potential for bias as a
result of concentration of ownership; influence of
social media in encouraging political and social
activism)
Sample question: “What are some examples of
the use of social media to raise awareness of
human rights issues, both in Canada and
internationally?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

502
D. CONTEMPORARY LEGAL ISSUES

OVERALL EXPECTATIONS
By the end of this course, students will:

D1. Law and Society: analyse the role of law in contemporary society (FOCUS ON: Legal Significance)

Legal Studies
D2. Legal Structures and Processes: describe laws and processes for dealing with different types of
legal offences and disputes in Canada (FOCUS ON: Legal Significance; Interrelationships)
D3. Emerging Legal Issues: explain the legal implications of a variety of current issues, both in Canada
and internationally (FOCUS ON: Continuity and Change; Legal Perspective)

SPECIFIC EXPECTATIONS
D1. Law and Society Bill of Rights and Environmental Registry
provide for public access and government
FOCUS ON: Legal Significance transparency and accountability in relation
to environmental initiatives?”
By the end of this course, students will:
CLN4C
D1.1 analyse the role of law in the workplace (e.g., D1.3 explain the role of law in responding to
in creating and enforcing legislation related to: various contemporary social issues (e.g., in
workplace health and safety, including the use of creating and enforcing legislation related to: child
chemicals or hygienic food preparation practices, and youth protection, prostitution and the sex
and protection from harassment and violence; trade, minimum wages, social assistance programs,
professional standards; training requirements; the use of recreational drugs, affordable housing,
employment standards; employer-employee family violence, mental illness, substance abuse,
relations and the collective bargaining process) personal security, equitable hiring practices,
religious and cultural diversity)
Sample questions: “What is the purpose
of regulations governing food preparation Sample questions: “A ‘right to housing’ is
practices for restaurants, daycare centres, included in the 1948 United Nations Declaration
seniors’ facilities, and other providers of food of Human Rights. What legislative changes might
services?” “What kinds of legal knowledge help to provide access to housing for people
would you need to operate a small business?” who are currently homeless?” “What are the
“What legal issues might arise for an employer key components of the Supreme Court decision
who seeks to replace human workers with about wearing a niqab in a court of law? Do you
robotic lines?” agree with the court’s treatment of the rights
of religious and cultural minorities?” “Should
D1.2 analyse the role of law in protecting the substance abuse be considered a crime?”
natural environment (e.g., in creating and
enforcing legislation related to: the use of natural D1.4 explain the role of law in responding to
resources by corporations, air and water quality, various contemporary financial issues (e.g.,
recycling, the banning of harmful substances such in creating and enforcing legislation related to:
as bisphenol A [BPA] or pesticides) fraud, identity theft, consumer protection, false
CONTEMPORARY LEGAL ISSUES

representation, consumer debt, bankruptcy,

Sample questions: “Which levels of government failure to file taxes)
and which ministries are responsible for making
laws to protect the environment? How are these Sample questions: “What agencies can you
laws enforced? What kinds of penalties are consult for information about protecting your
imposed for breaking these laws? Are the pen- credit rating or consumer rights?” “What legal
alties adequate to prevent violations? Why, or organizations are concerned with protecting
why not?” “How do Ontario’s Environmental people from identity theft?”

503
 D2. Legal Structures and Processes racial profiling in law enforcement; migrant
workers: workplace safety and employment
FOCUS ON: Legal Significance; Interrelationships standards, access to legal aid; people with physical
disabilities: need for physically accessible public
By the end of this course, students will:
buildings and other services; refugee claimants:
Grade 12, College Preparation

D2.1 describe various types of illegal activities access to legal identification, access to legal aid;
in Canada and the legislation that governs English or French language learners: access to
them (e.g., theft – the Criminal Code of Canada; translators/interpreters when using legal services)
polluting – the Environmental Protection Act; Sample questions: “Why is it important for
illegal entry into Canada – the Immigration Act; people whose first language is neither English
unfair trade practices – the Consumer Protection nor French to be provided with a translator
Act; drug trafficking – the Controlled Drugs and or interpreter during judicial proceedings or
Substances Act; child support non-payment – the a police investigation? What legal issues might
Family Law Act; firing someone for legitimate arise as a result of the absence of a translator
union activities – Labour Relations Act) or interpreter?”
Sample question: “What are the provisions of
the Canada Business Corporations Act with D3.2 explain the legal implications of issues related
respect to insider trading?” to public security and protection (e.g., use of
surveillance technology; border security procedures;
D2.2 describe various types of procedures that passport regulations; rights, responsibilities, and
may be used to resolve different types of safety concerns of law officers and other security
disputes (e.g., union-management negotiations, personnel; international travel regulations)
consumer complaints, human rights complaints, Sample questions: “How have specific events
benefits appeals, criminal acts) outside the such as the 9/11 attacks changed laws and regu-
official court system (e.g., mediation, arbitration, lations related to security?” “What changes to
negotiation, sentencing circle, adjudication, tribunal security laws might be considered in the near
hearing, ombudsman investigation) future? Why?”
Sample questions: “What are some of the benefits
and disadvantages of conventional court senten- D3.3 describe the influence of new technologies on
cing for the offender, the victim, the witnesses, various law-related professions (e.g., technologies
the community, and the courts? What are some such as: wireless communications devices, voice-
of the benefits and disadvantages of a sentencing recognition software, trace evidence processing
circle for each of these participants?” technology, encryption software for protection of
personal information, law-enforcement tools such
D2.3 analyse situations in which legal judgements as tasers, DNA databases, surveillance technology,
balance the competing rights and interests of software for data collection and storage)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

individuals, groups, and governments (e.g., Sharia Sample questions: “How has the introduction
law versus Canadian law; environmental protection of cellphone cameras challenged the justice
interests versus resource-extraction interests; need system (e.g., in the Robert Dziekański case)?”
for police surveillance and investigation versus “How have improvements in DNA testing
privacy rights; rights of assembly and free speech affected police investigations of previously
versus need for public order; right to strike versus unsolved cases?” “What are the risks of relying
need for essential services; Aboriginal treaty rights on new scientific tests to determine legal guilt?”
versus provincial hunting and fishing regulations)
Sample questions: “Why are security certificates D3.4 describe the legal implications of various
controversial?” “What are the current require- recent international political events, humanitarian
ments for allowing a police search of your crises, and environmental issues (e.g., the Arab
personal technology devices?” Spring or the Occupy movement – the legal justifi-
cation for political activism and/or acts of civil
disobedience; 9/11 – anti-terrorism legislation versus
D3. Emerging Legal Issues individual rights; genocides – the international
community’s “duty to protect” versus principles
FOCUS ON: Continuity and Change; Legal Perspective of national self-determination; climate change –
international agreements versus national priorities)
By the end of this course, students will:
Sample question: “What legal issues are raised
D3.1 explain the legal implications of issues affect- when a government is considering whether to
ing specific demographic groups (e.g., First intervene in another country’s civil war?”
Nations, Métis, and Inuit groups: access to safe
drinking water, land claims; racialized groups:

504
E. LAW IN THE WORKPLACE

OVERALL EXPECTATIONS
By the end of this course, students will:

E1. Law and Careers: describe the educational, training, certification, and other professional

Legal Studies
requirements for various careers where an understanding of law is important (FOCUS ON: Legal
Perspective)
E2. Roles and Responsibilities in the Workplace: analyse the roles and responsibilities of employees,
managers, employers, corporations, and governments in the workplace (FOCUS ON: Interrelationships;
Legal Perspective)
E3. Legal Issues in the Workplace: analyse legal issues related to the influence of new technologies,
environmental concerns, and national and international events on the workplace (FOCUS ON: Legal
Significance; Continuity and Change; Interrelationships)

SPECIFIC EXPECTATIONS
E1. Law and Careers with various careers where an understanding CLN4C
of law is important (e.g., legal assistant, forensic
FOCUS ON: Legal Perspective technologist, game warden, Border Services official,
paralegal worker, small business owner, entrepreneur,
By the end of this course, students will:
social worker, court clerk, court interpreter, probation
E1.1 describe the educational, financial, and legal officer, social activist)
requirements for pursuing a variety of careers Sample question: “What are the responsibilities
where an understanding of law is important of various court staff working in a courthouse?”
(e.g., courses, length and cost of programs, certificates,
licensing) E1.4 identify law-related reasons why a person
Sample questions: “How do the requirements might be barred from entering or remaining
for qualifying as a paralegal differ from those in a career (e.g., a criminal record, scrutiny by a
for qualifying as a lawyer?” “What are the Special Investigations Unit, loss of professional
prerequisites for a police foundations program?” licence or decertification, removal from office,
inappropriate conduct with a client)
E1.2 identify the personal aptitudes and qualities Sample questions: “What effect might a criminal
that are needed in different types of careers where record have on a person’s career?” “How would
an understanding of law is important (e.g., you make a complaint about someone working
physical requirements, such as performance-based in the legal system (e.g., police, a lawyer)?”
fitness standards for police officers; problem-solving
skills; empathy; conflict-resolution skills)
Sample questions: “What are the requirements
E2. Roles and Responsibilities in the
for being accepted for training as a police officer?
Workplace
How would you rank the requirements in order FOCUS ON: Interrelationships; Legal Perspective
of importance?” “What attributes are useful
for a career as a social worker or children’s By the end of this course, students will:
LAW IN THE WORKPLACE

aid worker?”
E2.1 analyse the roles and responsibilities of
E1.3 describe the type of work, codes of unions in the workplace, including their history,
professional conduct, potential employment purpose, achievements, and limitations (e.g.,
opportunities, and potential earnings associated with reference to workplace health and safety
standards, professional standards including

505
 training requirements, economic influence, use for safeguards in financial services and medical
of collective bargaining, use of strike action) industries to protect client and patient records
from access by unauthorized persons; need for
Sample questions: “What is a collective agree-
clarification about citizens’ rights related to the
ment?” “What roles do union and management
use of new technologies in the workplace or police
play in the grievance process?”
Grade 12, College Preparation

investigations)
E2.2 analyse the roles and responsibilities of the Sample questions: “How have new technologies
legislature and judiciary in the creation and led to more ‘whistleblowing’ or made it more
implementation of labour and employment difficult for companies to protect corporate
protections (e.g., with reference to the Canada confidential information and ‘trade secrets’?”
Labour Code, the Employment Equity Act, the use “What legal actions can a company take against
of binding arbitration, the use of back-to-work employees who may be using technology
legislation, the Employment Standards Act, inappropriately for personal purposes?” “What
designation of an essential service, the process are some legal issues raised by the potential use
of collective bargaining) of social media to inform hiring practices (e.g.,
Sample questions: “Under what circumstances to acquire information about a candidate that it
might a government have a responsibility is not legal to ask for directly)?”
to intervene in a contract dispute between
E3.2 explain the impact on the workplace of legal
employers and employees? What types of inter-
issues related to environmental practices (e.g.,
vention are legally available to governments?”
health and safety issues related to the handling
“What legislation is designed to protect workers
of hazardous and other industrial waste or to
in non-unionized workplaces? How would you
second-hand smoke or other airborne toxins;
enforce your workplace rights without a union?”
security, privacy, and health issues related to
E2.3 describe legal obligations that apply to all the disposal of electronic devices)
Canadians – workers and employers – in the
E3.3 analyse the effects of various types of national
workplace (e.g., requirements to: honour contracts,
and international laws on business and employ-
comply with confidentiality agreements, meet
ment in Canada (e.g., the effect of border security
health and safety standards, comply with quality
laws on jobs that depend on cross-border trade; the
control standards, comply with human rights
effect of international trade embargoes on jobs in
codes, establish and follow codes of professional
exporting industries; the impact [actual or potential]
conduct and practice, file taxes, contribute to the
on Canadian industries of international boycotts
Canada Pension Plan)
targeting Canadian goods for ethical or environ-
E2.4 analyse the legal roles and responsibilities of mental reasons [seal products, fur, “dirty oil”]; the
employers, companies, and corporations (e.g., effect of immigration laws and laws relating to
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

with reference to: conflicts of interest such as insider temporary foreign workers on the earnings and job
trading, non-discriminatory hiring practices, the prospects of various types of employees; the role of
Environmental Protection Act, workplace health internal and external trade barriers in protecting
and safety, transparency and disclosure obligations) specific industries and jobs; the role of free trade
agreements in weakening protections for some
Sample questions: “Do you agree with the industries and jobs while expanding opportunities
Supreme Court of Canada’s decision in Honda for others)
Canada Inc. v. Keays, 2008? Why did the Women’s
Legal Education and Action Fund and other Sample questions: “What is the purpose of
groups intervene in that case?” legislation allowing Canadian businesses to
hire temporary foreign workers? In what ways
might the results positively or negatively affect
E3. Legal Issues in the Workplace the economy, businesses, and/or individuals?”

FOCUS ON: Legal Significance; Continuity and Change;

Interrelationships

By the end of this course, students will:

E3.1 analyse legal issues related to the role of new

technologies in workplace practices (e.g., need

506
POLITICS
INTRODUCTION
Politics involves the study of how societies are governed, how public policy is developed,
and how power is distributed. It also concerns how citizens take public action, working for
the common good within communities at the local, national, and/or global level. Political
inquiry involves the exploration of political concepts, processes, practices, issues, and
trends, and the development of an understanding of the importance of political engagement
and how and why the interests and perspectives of stakeholders may differ. Through
such inquiry, students clarify and generate support for their own positions on a variety
of issues. The study of politics also enables students to develop an understanding of their
rights and responsibilities and to explore various elements of the citizenship education
framework.

Strands
The Grade 11 politics course has four strands, while the Grade 12 politics course has five
strands. In both courses, strand A, Political Inquiry and Skill Development, is followed
by content strands, which are organized thematically.

Citizenship Education
The expectations in the Grade 11 and 12 politics courses provide opportunities
for students to explore a number of concepts connected to the citizenship
education framework (see page 13).

507
 The Concepts of Political Thinking
The four concepts of political thinking – political significance, objectives and results, stability and
change, and political perspective – underpin thinking and learning in all politics courses in the
Canadian and world studies program. At least one concept of political thinking is identified as the
focus for each overall expectation in the content strands of these courses. The following chart describes
each concept and provides sample questions related to it. These questions highlight opportunities for
students to apply a specific concept in their studies. (See page 16 for a fuller discussion of the con-
cepts of disciplinary thinking.)
Politics

Political Significance
This concept requires students to determine the importance of things such as government policies;
political or social issues, events, or developments; and the civic actions of individuals and groups. Political
significance is generally determined by the impact of a government policy or decision on the lives of
citizens, or by the influence that civic action, including the civic action of students, has on political or
public decision making. Students develop their understanding that the political significance of something
may vary for different groups of people.

Related Questions*
– Why is it important to understand how political structures and processes work? (CHV2O, Overview)
− Why are some issues politically important while others tend to be ignored? (CPC3O, B2.1)
− How would you determine the political significance of a government’s decision to call an early election?
(CPW4U, A1.5)
− Who are some theorists whose ideas are central to postcolonial political thought? What is the significance
of their ideas? (CPW4U, B1.2)
Objectives and Results
This concept requires students to determine the factors that lead to events, policies, decisions, and/or
plans of action of civic and political importance. It also requires students to analyse the effects of civic and
political actions and to recognize that government policies and decisions as well as responses to civic issues
can have a range of effects on various groups of people. A comparison of the initial purpose or goals of a
policy or decision and its effects enables students to distinguish between intended and unintended results.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Related Questions
− What was the objective of the UN Declaration of Human Rights? Do all people enjoy the rights
embodied in that document? (CHV2O, B3.4)
− What are some examples of political actions or policies that have produced unintended results?
(CPC3O, A1.5)
− What problems were some provinces hoping to solve by adopting the harmonized sales tax (HST)?
Did the adoption of the HST solve these problems? (CPC3O, B3.3)
− What are some examples of the influence of Canada’s commitment to human rights and democratic
values on its foreign policy? What are some examples of the influence of economic considerations on
Canada’s foreign policy? (CPW4U, C3.2)

* The “related questions” are drawn directly from the overview charts that precede the Grade 11 and 12 politics courses and
from the sample questions that accompany many specific expectations. To highlight the continuity between the politics
courses in Grade 11 and 12 and the Grade 10 civics (politics) course, and to show possible development in the use of the
concepts of political thinking over those grades, the chart includes some questions from the Grade 10 civics course as well.

508
Stability and Change
This concept requires students to analyse how and why political institutions and government policies
change over time or why they remain the same. Students will determine how political structures and
decisions contribute to stability and change within various local, national, and/or global communities.
They analyse ways in which various institutions, groups, or individuals resist or support change, as well as
how a variety of factors, including civic action, can contribute to change or stability. Students also apply
this concept to help them determine when change is necessary and how they themselves can contribute
to change, or help ensure stability, through civic action.

Politics
Related Questions
– What impact can consumers’ choices have on the natural environment? (CHV2O, C1.3)
− Why are people concerned about growing economic inequality, both in Canada and globally?
(CPC3O, B3.2)
− How have technological developments such as social media affected the strategies of groups seeking
political change? (CPC3O, C3.2)
− How does decolonization continue to affect politics and international relations today? (CPW4U, Overview)
Political Perspective
This concept requires students to analyse the beliefs and values of various groups, including different
governments, in local, national, and/or global communities. Students analyse how these beliefs and
values, as well as political ideologies, can affect one’s position on or response to issues of civic importance.
Students also develop their awareness of how stakeholder groups with different perspectives can influence
the policies and platforms of political parties and the decisions of governments.

Related Questions
– How important a role do you think the media play in swaying public opinion on social/political issues?
Whose opinions do you think the media reflect? (CHV2O, B2.4)
− What facets of your personal identity affect your political orientation? (CPC3O, B1.1)
− How does the relationship of First Nations, Métis, and/or Inuit people with the environment influence
their position on some political issues? (CPW4U, B3.6)
− Why might grassroots groups and transnational corporations have different perspectives on how food
security should be addressed? (CPW4U, D2.1)

INTRODUCTION

509
 The Political Inquiry Process
In each course in politics in the Canadian and world studies curriculum, strand A focuses explicitly
on the political inquiry process, guiding students in their investigation of political issues, events,
developments, policies, decisions, concepts, and/or plans of action. This process is not intended to
be applied in a linear manner: students will use the applicable components of the process in the order
most appropriate for them and for the task at hand. Although strand A covers all of the components
of the inquiry process, it is important to note that students apply skills associated with the inquiry
process throughout the content strands in each course. (See page 32 for a fuller discussion of the
inquiry process in the Canadian and world studies program.)
Politics

The following chart identifies ways in which students may approach each of the components of the
political inquiry process.

Formulate Questions
Students formulate questions:
− to explore various issues, developments, concepts, policies, decisions, and/or processes that are related
to the overall expectations in order to identify the focus of their inquiry
− to help them determine which key concept (or concepts) of political thinking is relevant to their inquiry
− that reflect the selected concept(s) of political thinking
− to develop criteria that they will use in evaluating policy, data, evidence, and/or information; in making
judgements, decisions, or predictions; in reaching conclusions; in solving problems; and/or in
formulating and/or evaluating plans of action
Gather and Organize
Students:
− collect relevant qualitative and quantitative data, evidence, and/or information from a variety of
primary and secondary sources,a including visualsb and community resourcesc
− determine if their sources are credible, accurate, and reliable
− identify the purpose and intent of each source
− identify the points of view in the sources they have gathered
− use a variety of methods to organize the data, evidence, and/or information they have gathered
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

− record the sources of the data, evidence, and/or information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry

a. Primary sources may include, but are not limited to, census data, interviews, legislation, letters, photographs, policy
documents, speeches, and treaties. Secondary sources may include, but are not limited to, documentaries and other films,
editorials, news articles, political cartoons, reference books, song lyrics, and works of art. Depending on the context,
digital sources, including social media and websites, can be either primary or secondary sources.
b. Visuals may include, but are not limited to, photographs, media clips, maps, models, graphs, and diagrams.
c. Community resources may include, but are not limited to, a range of resources from community groups and associations,
government offices, and non-governmental organizations.

510
Interpret and Analyse
Students:
− analyse data, evidence, and/or information, applying the relevant concepts of political thinking (see
preceding chart)
− use different types of tools to help them interpret and analyse their data, evidence, and/or information
− identify the key points or ideas in each source
− interpret data and representations of data (e.g., graphs, charts, diagrams, statistical tables) to help them
analyse issues, events, developments, policies, practices, and/or decisions
− construct graphs, charts, and/or diagrams to help them analyse the issue, event, development, policy,

Politics
practices, and/or decision they are investigating and/or the plan of action they are developing
− analyse their sources to determine the importance of an issue, event, development, plan of action,
policy, practice, decision, and/or outcome for communities, individuals, and/or groups, including
different groups
− identify biases in individual sources
− determine if all points of view are represented in the source materials as a whole, and which, if any,
are missing
Evaluate and Draw Conclusions
Students:
− synthesize data, evidence, and/or information, and make informed, critical judgements based on that
data, evidence, and/or information
− make connections between different factors and contexts when analysing issues, events, developments,
policies, practices, and/or decisions
− determine the short- and long-term impact of issues, events, developments, policies, practices, and/or
decisions on different individuals, communities, groups, and/or regions
− assess the ethical implications of issues, policies, practices, decisions, and/or plans of action
− reach conclusions about the subject of their inquiry, and support them with their data, evidence,
and/or information
− make predictions based on their data, evidence, and/or information
− use criteria to determine appropriate forms of action and/or to evaluate the impact of a plan of action
Communicate
Students:
− use appropriate forms (e.g., oral, visual, written, multimedia) for different audiences and purposes
− communicate their arguments, conclusions, predictions, and/or plans of action clearly and logically
− use terminology and concepts related to politics and citizenship education correctly and effectively
− cite sources, using appropriate forms of documentation

INTRODUCTION

511
Politics in Action:
Making Change, Grade 11
Open CPC3O

This course enables students to develop plans for change in the local, national, and/or
global community. Students will explore various issues, investigating their causes as well
as their impact, and determining where change is needed, and why. They will examine the
effectiveness of various problem-solving strategies used by individuals and groups that
have brought about and/or are attempting to bring about political change in democratic
societies. In addition, students will analyse the role and perspectives of governments and
other stakeholders in relation to issues of political importance and will consider factors
affecting their own and others’ political engagement. Students will apply the concepts
of political thinking and the political inquiry process as they investigate various issues
of political importance and develop a plan of action to address a selected issue.

Prerequisite: Civics and Citizenship, Grade 10, Open

OVERVIEW
The course has four strands. Instruction and learning related to the expectations in
strand A are to be interwoven with instruction and learning related to expectations from
the other three strands. Strand A must not be seen as independent of the other strands.
Student achievement of the expectations in strand A is to be assessed and evaluated
throughout the course.

Strand A
A. Political Inquiry and Skill Development

Overall Expectations
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues of political importance in various communities and ways to address them

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
investigations related to politics, and identify some careers in which a background in political
studies might be an asset
(continued)

513
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–D.

Strands B–D
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Political Thinking
Grade 11, Open

B. Foundations of Political Engagement

B1. Factors Affecting Political Engagement: analyse Personal identity and How are your interest in
how various factors can contribute to, and present a experiences can affect politics and your political
barrier to, their own and others’ political engagement an individual’s political actions influenced by
(FOCUS ON: Political Significance; Political Perspective) interests. your own identity and
experiences?
People have different
levels of privilege and What factors contribute
political power, which to a person’s interest and
can affect their political involvement in politics?
engagement. What factors might
limit that interest or
B2. Issues of Political Importance: explain the political Some current issues are
involvement?
importance of some current issues and analyse various more politically important
perspectives associated with these issues (FOCUS ON: than others. Who determines political
Political Significance; Political Perspective) priorities?

B3. Causes, Impact, and Solutions: analyse some issues The causes of political What is fair in politics?
of political importance in terms of their causes, their issues are complex and
impact, and ways in which they have been addressed multifaceted.
(FOCUS ON: Objectives and Results; Stability and Change)
Political solutions can
have intended and
unintended results.

C. Policy, Politics, and Democratic Change

C1. The Influence of Individuals and Groups: analyse Individuals, groups, and How does the level of
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the objectives and strategies, and assess the influence, the media have the ability political involvement
of individuals and groups in addressing issues of to make political change. of citizens affect a
political importance (FOCUS ON: Objectives and Results; democracy?
Political Perspective)
Are Canadian laws and
C2. Law and Policy in Canada: analyse the impact of Canadian law and political political policies fair
some key changes in Canadian law and policy as well policies change over time. and equitable?
as the process for changing laws in Canada (FOCUS ON:
Canadian law and political How does political change
Objectives and Results; Stability and Change)
policy are rooted in happen in a democracy?
democratic principles.

C3. Political Change in Democratic Societies: Democracy relies on

demonstrate an understanding of factors that facilitate the political action of
and present challenges to democratic political change individuals and groups.
(FOCUS ON: Political Significance; Political Perspective)
Diverse political opinions
sustain a democracy.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

514
 Politics in Action: Making Change
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Political Thinking

D. Personal Action on a Political Issue

D1. Investigating an Issue: identify and analyse a The interest and What political problems
political issue, with the goal of developing a personal commitment of particularly concern you?
plan of action to address this issue (FOCUS ON: Political individuals and groups Why? Do other people or
Significance; Political Perspective) drives political change. groups feel the same way
about these problems?
There are multiple points
of view on every political What factors do you need
issue. to consider when deciding
how a problem should
D2. Developing a Plan of Action: identify a goal A plan of action must be
be addressed? Whose
associated with the selected issue and construct an practical.
viewpoints should you
action plan to achieve that goal (FOCUS ON: Objectives
consider?
and Results; Political Perspective)
Who will benefit from
D3. Considering Outcomes: analyse and reflect on Formulating a plan of
a proposed solution to a CPC3O
possible outcome(s) of their plan (FOCUS ON: Objectives action includes making
problem? Will anyone be
and Results; Stability and Change) reasoned predictions
adversely affected by it?
about its possible
outcomes.

OVERVIEW

515
 A. POLITICAL INQUIRY AND SKILL
DEVELOPMENT

OVERALL EXPECTATIONS
Grade 11, Open

Throughout this course, students will:

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues of political importance in various communities and ways to address them;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations
related to politics, and identify some careers in which a background in political studies might be
an asset.

SPECIFIC EXPECTATIONS
A1. Political Inquiry Sample questions: “What criteria might you
use to help you determine which sources are
Throughout this course, students will: credible?” “Is the evidence that this person
uses to support his or her opinion on this
A1.1 formulate different types of questions to
issue reliable? Is it convincing? Can it be
guide investigations into issues of political
easily refuted?”
importance in various communities and ways
to address them (e.g., factual questions: How A1.4 interpret and analyse evidence, data, and
many people use food banks in my community?; information relevant to their investigations
comparative questions: What criteria could I use using various tools, strategies, and approaches
to evaluate the effectiveness of different strategies that are appropriate for political inquiry (e.g.,
used to try to bring about political change?; causal use a 5Ws chart to help them analyse information
questions: What are some factors that contribute they have gathered; use a web chart to record the
to economic inequality?)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

points of view of different stakeholders; assess the

validity and rank the importance of various points
A1.2 select and organize relevant evidence, data,
made in their sources; collaborate with their peers
and information on issues of political importance
to discuss, clarify, and compare positions on an issue)
and ways to address them from a variety of
primary and secondary sources (e.g., primary: Sample questions: “What type of diagram could
interviews, photographs, speeches, statistics, surveys; you use to show the relative importance of the
secondary: documentaries and other films, news factors that contribute to homelessness?” “What
stories, political cartoons, textbooks, websites), headings might you use in this chart to categorize
ensuring that their sources reflect different the positions of stakeholders on this issue?”
perspectives
A1.5 use the concepts of political thinking (i.e.,
Sample questions: “What type of statistics political significance, objectives and results,
might help you determine the impact of this stability and change, and political perspective)
issue on different groups? Where might you when analysing and evaluating evidence, data,
find such statistics?” “What individuals or and information and formulating conclusions
groups could provide informed opinion about and/or judgements about issues of political
the short- and long-term effects of this policy?” importance in various communities and ways
to address them (e.g., use the concept of political
A1.3 assess the credibility of sources relevant to
significance when determining the impact of a
their investigations (e.g., the reliability of the
change in foreign aid policy; take the concept of
evidence presented in a source; the purpose,
objectives and results into consideration when
intended audience, and context of a source; the
analysing arguments for and against higher or
bias, values, and expertise of the speaker/author)
lower taxes; use the concept of stability and change

516
 to help them evaluate arguments for and against a A2. Developing Transferable Skills
proposal to establish a green belt around an urban
area; apply the concept of political perspective to Throughout this course, students will:
help them explain a government response to a
A2.1 describe some ways in which political inquiry

Politics in Action: Making Change

reform movement)
can help them develop skills, including the
Sample questions: “What are some examples of essential skills in the Ontario Skills Passport
political actions or policies that have produced (e.g., skills related to reading texts, writing,
unintended results?” “How might applying document use, computer use, oral communication,
the concept of stability and change help you numeracy, decision making, problem solving),
determine whether there is a need for political and those related to the citizenship education
change?” “Why might different stakeholders framework,* that can be transferred to postsec-
have differing perspectives about laws relating ondary opportunities, the world of work, and
to free speech?” everyday life

A1.6 evaluate and synthesize their findings to A2.2 demonstrate in everyday contexts attributes,
formulate conclusions and/or make informed skills, and work habits developed through
judgements or predictions about the issues investigations into issues of political importance
they are investigating (e.g., demonstrate attributes such as empathy and
Sample questions: “Did the findings of your respect for other people; use listening and critical-
inquiry into this issue differ from your predic- thinking skills to engage in informed discussions,
tions? If so, in what way?” “What did you think consider other points of view, and express informed
were the most important facts that helped you opinions; use work habits such as working independ-
reach your conclusions?” “What were the key ently and taking initiative in a school project or
ethical questions related to this issue? How their part-time job)
have you approached them?” “Did the results Sample question: “What are some ways in
of your inquiry help you develop a plan to CPC3O
which you might demonstrate effective listening
address the issue?” skills when people are voicing their position on
an issue?”
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.3 apply the concepts of political thinking when
as appropriate for the intended audience and analysing current events relating to issues of
purpose (e.g., a classroom presentation on an political importance at the local, national, and/or
equity issue in Canada; a debate about a political global level (e.g., an election result, a political
issue, highlighting the perspectives of different protest, the release of a report by a government
stakeholders; a letter to an elected official requesting commission or a non-governmental organization
action on an issue of local importance; a web page [NGO] investigating a specific issue, an action
highlighting the work of organizations that are taken by a political leader), in order to enhance
addressing an issue of national or international their understanding of these issues and their
importance; a dramatization of a town hall meeting role as informed citizens
on a political issue; a blog discussing local political
Sample questions: “What people not mentioned
issues and encouraging members of their community
in this news story are also affected by this
to become politically active)
issue?” “What are the stated objectives of this
A1.8 use accepted forms of documentation new parliamentary bill? What are some possible
(e.g., footnotes or endnotes, author/date citations, consequences that are not addressed by the
bibliographies, reference lists) to reference different proposed legislation?” “Why do you think this POLITICAL INQUIRY AND SKILL DEVELOPMENT

types of sources (e.g., articles, blogs, books, films leader supports this specific position on this
or videos, interviews with community members, issue?”
songs, websites)
A2.4 identify some careers in which an understand-
A1.9 use appropriate terminology when com- ing of politics and issues of political importance
municating the results of their investigations might be an asset (e.g., business person, fundraiser
(e.g., vocabulary specific to their topics; terms or lobbyist for an NGO or other activist group,
related to politics and to the concepts of political journalist, member of Parliament, municipal or
thinking) band councillor, policy adviser, social entrepreneur)

* The citizenship education framework appears on page 13.

517
 B. FOUNDATIONS OF POLITICAL
ENGAGEMENT

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

B1. Factors Affecting Political Engagement: analyse how various factors can contribute to, and present
a barrier to, their own and others’ political engagement (FOCUS ON: Political Significance; Political
Perspective)
B2. Issues of Political Importance: explain the political importance of some current issues and analyse
various perspectives associated with these issues (FOCUS ON: Political Significance; Political Perspective)
B3. Causes, Impact, and Solutions: analyse some issues of political importance in terms of their causes,
their impact, and ways in which they have been addressed (FOCUS ON: Objectives and Results; Stability
and Change)

SPECIFIC EXPECTATIONS
B1. Factors Affecting Political Sample questions: “What is the relationship
Engagement between your own beliefs and values and your
level of political involvement?” “Do you think
FOCUS ON: Political Significance; Political Perspective it is important to understand political issues
within different communities? Why or why
By the end of this course, students will: not? What are some ways in which you could
B1.1 identify some agents of political socialization enhance your understanding of these issues?”
(e.g., the family, public education, religious institu- “Is there a ‘right time’ to get involved in a
tions, the media, peers, personal experience, political/ political issue? How do you determine when
to get involved in an issue at school, in your
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

social organizations), and analyse how these

agents affect their own personal political beliefs neighbourhood, or elsewhere?”
and engagement and the beliefs and engagement
B1.3 describe some challenges or barriers to
of others
political engagement (e.g., with reference to
Sample questions: “Does your family’s political economic factors, gender, level of education,
views and participation affect your own? To accessibility, social status or power, discrimination,
what extent do your friends and your education personal experience and attitudes, personality
shape your political views and attitudes? What traits, emotional state)
facets of your personal identity affect your
Sample questions: “What relationship do you
political orientation?” “What methods do the
see between socio-economic status and political
media use to try to shape the political views
leadership?” “Why are fewer women than men
and attitudes of teenagers?” “Which groups
involved in political leadership?” “How are
tend to have the highest rates of political
young people encouraged to take part, or dis-
participation in Canada? How would you
couraged from taking part, in political action?”
account for these patterns?”
“What are cynicism and apathy? How might
these qualities affect a person’s level of political
B1.2 describe their own personal attitudes towards
political engagement, including the extent and engagement?” “How might certain personality
type of involvement they think appropriate (e.g., traits inhibit a person’s desire and/or ability to
non-involvement, donating to charities, volunteering advocate for political change?”
locally, participating in “voluntourism”, keeping
B1.4 describe personal attributes, attitudes, and
informed, making their views known to those in
skills that enhance an individual’s ability to
power, engaging in political protest, joining a
be a responsible citizen and contribute to the
political party)

518
 common good (e.g., respect for others, perseverance, contributed to their political importance?”
capacity for empathy, willingness to lead or take “Why has cyberbullying become a political
initiative, collaborative skills, oral communication issue?” “Why might evidence of increasing
skills, organizational skills) use of food banks in Canadian communities

Politics in Action: Making Change

contribute to the political importance of the
Sample questions: “In what ways do you believe
issue of poverty in Canada?” “How and why
you demonstrate the attributes of a responsible
has the question of where clothing is made,
citizen? In what areas do you think you could
and the working conditions of those making it,
improve?” “Do you believe that your approach/
become a political issue?”
attitude enables you to address this political
issue in a constructive way?” “How might your
B2.2 identify criteria that could be used to rank
peers help you with a personal growth plan
issues in order of their political priority (e.g., the
that might enhance the qualities needed for
number of people affected; how long people have
responsible citizenship?”
been waiting for a solution; whether the issue
involves basic human needs; whether human rights
B1.5 explain, with reference to the perspectives of
are being violated; having the means and/or
bystanders and upstanders, why people choose
authority to respond; the social, economic,
to take action on, or not get involved in, political
and/or environmental impact of an issue)
issues (e.g., bystanders may be apathetic or fearful,
may feel powerless, or may not feel strongly about Sample questions: “Which criteria do you think
the issue at hand; upstanders may be highly should be given the most emphasis when ranking
motivated by their sense of justice and concern for issues?” “Is the political priority given an issue
others or may be personally affected by the issue), always an accurate reflection of the issue’s actual
and analyse possible consequences of both stands importance?” “In what ways might the relative
power of the people affected by or concerned
Sample questions: “What arguments can be
with an issue affect its political priority?”
made in favour of intervention by private
citizens in cases of perceived wrongdoing?
CPC3O
B2.3 analyse the positions of different stakeholders
What arguments can be made against such
concerned with some issues of political import-
intervention?” “Why do Canadians respond
ance (e.g., those directly affected, upstanders or
quickly to sudden disasters such as earthquakes
advocates, bystanders, non-governmental and
and tsunamis but less reliably to long-term
intergovernmental organizations, governments,
disasters such as famine and drought or long-
business)
term challenges such as climate change? What
are some of the consequences of these patterns?” Sample questions: “What concerns might
“Why might Canadians be more generous different individuals and groups have about
with international communities in need than the location of a half-way house?” “Why would
with those living in poverty within their own people choose to cooperate with or not get
borders?” involved in a police investigation?” “Why
might a municipal government or band council
have a different position than a provincial
B2. Issues of Political Importance government on a transportation plan?” “What
are some arguments made by different groups in
FOCUS ON: Political Significance; Political Perspective
response to proposals to raise or lower taxes?”
By the end of this course, students will: “Why might First Nations people and cottagers
take different positions on water conservation
B2.1 explain the political importance of some or protection?”
current local, national, and/or global issues
FOUNDATIONS OF POLITICAL ENGAGEMENT

(e.g., issues related to bullying in schools and/or

cyberbullying, public transit, food security, B3. Causes, Impact, and Solutions
substandard housing in some First Nations FOCUS ON: Objectives and Results; Stability and
communities, water and/or energy conservation,
Change
disaster relief and/or development aid, working
conditions in sweatshops, child soldiers, human By the end of this course, students will:
rights abuses, climate change, the AIDS pandemic,
violence against women, social and/or economic B3.1 analyse the causes of some issues of political
inequality) importance and how an understanding of these
Sample questions: “Why are some issues causes can affect the action taken to address
politically important while others tend to be the issues
ignored? What are some factors that have Sample questions: “How have factors such as
increased the profile of certain issues and gender inequality, poverty, global apathy, lack

519
 of access to health care and prescription drugs, B3.3 identify actions that have been taken to
unsafe sexual practices, cultural norms and address some issues of political importance,
beliefs, and lack of access to education contrib- and assess the effectiveness of these actions
uted to the HIV/AIDS pandemic in sub-Saharan in achieving the intended objective
Africa? How would you rank these factors in Sample questions: “What problems were some
order of importance? Why would your ranking provinces hoping to solve by adopting the
affect your view of the type of action that is harmonized sales tax (HST)? Did the adoption
needed most urgently?” “Why might a First of the HST solve these problems?” “What is the
Nation community have a boil water advisory purpose of the Kyoto Protocol? How effective
Grade 11, Open

while a non-indigenous community in the same has it been in achieving its objective?” “What
region has access to clean water?” are some political policies and/or actions taken
by organizations that have been intended to
B3.2 analyse the impact of some issues of political
address the issue of homelessness? How effective
importance, with a particular emphasis on
have they been?” “What actions has the current
issues related to equity, human rights, and/or
government taken to improve job prospects for
the environment (e.g., homelessness, child poverty,
youth? Have these programs been successful?
growing economic inequality, foreign aid, free speech,
What criteria would you use to make that
accessibility issues, refugee crises, discrimination
judgement?”
against girls and women in many countries, urban
sprawl, carbon emissions, climate change, protection
of water)
Sample questions: “What is the difference
between equity and equality?” “Why are people
concerned about growing economic inequality,
both in Canada and globally? What impact
does such inequality have on individuals? On
governments? On societies?” “Why are a number
of international development organizations
directing their aid towards girls and women?”
“What is the economic impact of the develop-
ment of the Alberta oil sands? What is its
environmental impact?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

520
C. POLICY, POLITICS, AND DEMOCRATIC
CHANGE

Politics in Action: Making Change

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. The Influence of Individuals and Groups: analyse the objectives and strategies, and assess the
influence, of individuals and groups in addressing issues of political importance (FOCUS ON:
Objectives and Results; Political Perspective)
C2. Law and Policy in Canada: analyse the impact of some key changes in Canadian law and policy
as well as the process for changing laws in Canada (FOCUS ON: Objectives and Results; Stability and
Change)
C3. Political Change in Democratic Societies: demonstrate an understanding of factors that facilitate
and present challenges to democratic political change (FOCUS ON: Political Significance; Political
Perspective)

CPC3O
SPECIFIC EXPECTATIONS
C1. The Influence of Individuals and Ontario schools, Shannen Koostachin and
Groups Shannen’s Dream for equitable school funding
in First Nations communities, Donald Marshall
FOCUS ON: Objectives and Results; Political Perspective and changes to Canada’s Evidence Act)
By the end of this course, students will: Sample question: “What role did Mary
Two-Axe Early play in changing sections of the
C1.1 analyse some of the political objectives of Indian Act that discriminated against status
various heads of government, both historical Indian women who married non-status men?”
and current (e.g., Fidel Castro, Adolf Hitler,
Nelson Mandela, Barack Obama, Pol Pot, Joseph C1.3 describe the main goals and strategies of
Stalin, Margaret Thatcher, Pierre Trudeau), and some individuals and groups/movements that
assess their use of power and strategies for have brought about and/or are attempting to
achieving their goals bring about greater socio-political equality, and
assess their effectiveness (e.g., Viola Desmond,
Sample questions: “What are some basic differ-
Mohandas Gandhi, Elijah Harper, Martin Luther
ences between democratic and non-democratic
King, Naomi Klein, Elizabeth May, Nellie McClung;
political leaders in the way they gain, maintain,
the women’s rights, civil rights, Aboriginal rights,
and/or share power? Is non-democratic leader-
disability rights, or gay rights movement; the POLICY, POLITICS, AND DEMOCRATIC CHANGE
ship always an abuse of power?” “What criteria
Occupy movement; movements for democratic
can be used to determine whether the strategies
change in Egypt, Myanmar, or China)
used by those in power are ethical?” “What
arguments might dictators use to justify their Sample questions: “What are the main political
regimes? What are some common methods goals of Aboriginal rights groups in Canada?
they use to gain and keep political power?” What strategies have they used to support
these goals? What challenges do they face in
C1.2 explain the role of various individuals and achieving these goals?”
groups in Canada in changing specific laws
or policies, and assess the significance of the C1.4 analyse the role of the media in influencing
changes (e.g., Henry Morgentaler and abortion political change (e.g., through public opinion polls,
laws, Mothers Against Drunk Driving [MADD] political advertising, news stories, gatekeeping)
and drunk driving legislation, Sabrina Shannon
Sample questions: “Do you think media are
and Sabrina’s Law on anaphylaxis policy in
objective reporters on issues of political

521
 importance?” “How have advances in communi- schools? Do you think this apology has contrib-
cations technology and the rise of social media uted to equity in Canada? Why or why not?”
influenced local, national, and global politics? “What are some government programs that are
What was the role of social media in the Egyptian available to provide assistance to people with
revolution of 2011?” “What regulations does the low incomes? What political processes were
Canada Elections Act place on how broadcasters involved in establishing these programs?”
cover elections in Canada? Is such regulation
necessary? Why or why not?” “What types of C2.3 describe the process for amending an existing
advertising do political parties use to influence law or passing a new law in Canada
Grade 11, Open

voters? What are the objectives of the different Sample questions: “Is there a current law that
types of political advertising? Which types do you think needs to be amended? What types of
you think are most effective, and why?” changes do you think need to be made? Have
people tried to amend this law in the past?
Why do you think they were unsuccessful?
C2. Law and Policy in Canada
What obstacles need to be overcome in order to
FOCUS ON: Objectives and Results; Stability and ensure success?” “What are some major changes
Change to financial legislation in Canada in the past
century? How were these changes enacted?”
By the end of this course, students will:

C2.1 describe how various provisions of the C3. Political Change in Democratic
Canadian Charter of Rights and Freedoms Societies
and the Ontario Human Rights Code have
both produced and reflected societal change in FOCUS ON: Political Significance; Political Perspective
Canada (e.g., in invalidating laws and practices
By the end of this course, students will:
that permit unequal treatment for individuals in
areas such as employment and access to services C3.1 describe some key characteristics of a
on the basis of race, sex, sexual orientation, religion, democracy (e.g., rule of law, respect for the
physical disability, and so on) common good, social responsibility, freedom
Sample questions: “How has Ontario’s Human of expression), and explain how they affect
Rights Code influenced legislation related to the practice of making political change
physical accessibility standards in the province?” Sample questions: “What is the rule of law and
“How does the Canadian Charter of Rights why is it important in a democracy?” “Does a
and Freedoms support recent immigrants to democratic political system necessarily ensure
Canada?” “What social change do you think political equality? What impact can the unequal
may occur as a result of the Ontario Human distribution of political power have on political
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Rights Commission decision that an employer’s change related to human rights or the environ-
demand for ‘Canadian work experience’ can ment?” “What impact does non-participation
result in discrimination?” of citizens have on a democracy?” “Why is
political change necessary for a democracy?”
C2.2 analyse some key policy changes that have
contributed to equity in Canada (e.g., closing C3.2 identify various skills and strategies that
residential schools, establishing medicare, enshrining can be used when seeking political change in
gender in the Charter, mandating accessibility for democratic societies, and assess their effectiveness
disabled people, laws recognizing same-sex marriage, (e.g., skills related to conflict resolution, leadership,
official apologies to some groups who faced persuasive speaking/writing, digital literacy,
discriminatory treatment) and the political consensus building, critical and creative thinking;
processes involved in achieving these changes strategies such as civil discourse, civil disobedience,
Sample questions: “In what ways were people organizing and mobilizing citizens, demonstrations/
of Chinese origin in Canada discriminated marches, boycotts, pressuring politicians to change
against in the nineteenth and twentieth centuries? laws/policies, fundraising, raising awareness)
What legislative and/or policy changes were Sample questions: “What are some strategies
required to end the discrimination? What that lesbian, gay, bisexual, and transgender
political processes were involved in making (LGBT) communities have used when seeking
these changes?” “What factors contributed to political change? Why might the strategies used
the government’s apology for Indian residential in Canada be different from those used in some

522
 other societies?” “Why was the Green Party
created? How effective do you think it has been
in securing political change with respect to
environmental issues?” “How have technological

Politics in Action: Making Change

developments such as social media affected the
strategies of groups seeking political change?
Do you think the use of social media can
enhance the effectiveness of such groups?
Why or why not?”

C3.3 analyse a current political issue to identify

factors that could facilitate or obstruct efforts to
reach a solution (e.g., facilitating factors: public
accountability processes, community support,
leadership support; obstructing factors: “not in my
backyard” opposition, lack of awareness or consensus,
a focus on negative consequences, lack of money
and resources, resistance from powerful groups)
Sample questions: “Why might some people
support an idea in theory but take a ‘not in my
backyard’ approach to it in practice?” “What
are the biggest barriers to change in your
community?”

CPC3O

POLICY, POLITICS, AND DEMOCRATIC CHANGE

523
 D. P
 ERSONAL ACTION ON A POLITICAL
ISSUE

OVERALL EXPECTATIONS
Grade 11, Open

By the end of this course, students will:

D1. Investigating an Issue: identify and analyse a political issue, with the goal of developing a personal
plan of action to address this issue (FOCUS ON: Political Significance; Political Perspective)
D2. Developing a Plan of Action: identify a goal associated with the selected issue and construct an
action plan to achieve that goal (FOCUS ON: Objectives and Results; Political Perspective)
D3. Considering Outcomes: analyse and reflect on possible outcome(s) of their plan (FOCUS ON: Objectives
and Results; Stability and Change)

SPECIFIC EXPECTATIONS
D1. Investigating an Issue D2. Developing a Plan of Action
FOCUS ON: Political Significance; Political Perspective FOCUS ON: Objectives and Results; Political Perspective

By the end of this course, students will: By the end of this course, students will:

D1.1 identify a political issue that is of personal D2.1 identify and describe the intended goal
interest and that it is possible to address relating to the selected issue and explain the
through a personal plan of action reasons for choosing that goal
Sample questions: “What is a general political Sample questions: “What is your goal?” “Is
issue that is particularly important to you? your goal based on an informed analysis of
Why do you think it is important to address the issue?” “Have you considered your goal
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

this issue? Is there an aspect of this issue that through an ethical lens?” “Have you taken
you could address through a personal plan into account factors that might make your goal
of action?” difficult to achieve as well as factors that make
it feasible?” “How does your goal take the
D1.2 analyse the selected issue, including how it common good into account?”
is viewed by key stakeholders, and clarify their
own position on the issue D2.2 identify several possible courses of action
that could be used to address the issue and
Sample questions: “Where can you find reliable
achieve their goal (e.g., an awareness campaign
information about this issue? How can you
using a variety of media, including social media;
ensure that the information you find addresses
public service messages; a submission or deputation
the issue from the perspective of different
to the relevant level and area of government;
stakeholders?” “Who are the main stakeholders
a protest campaign; a fundraising campaign),
and what are their positions and concerns?
and analyse the benefits and costs associated
Which stakeholder’s position most closely
with each
reflects your own?”
Sample questions: “Which course of action
would likely have the greatest impact?” “Does
one course of action require more funding than
the others?” “Is there a course of action that

524
 could be accomplished more readily than the D3. Considering Outcomes
others?” “Which action would be the most
effective to implement?” “Does your course FOCUS ON: Objectives and Results; Stability and
of action take into consideration all groups Change

Politics in Action: Making Change

that are affected by your plan? If not, who is
excluded? What are the implications of this By the end of this course, students will:
exclusion?”
D3.1 identify criteria that could be used in
evaluating the success of their action plan
D2.3 identify the most appropriate course of
action based on their analysis of the possible Sample questions: “What changes would you
options and create a detailed action plan, expect to see if your action plan were completely
specifying the steps needed to implement the successful? Partially successful? Of the possible
plan (e.g., developing a detailed communications changes, which would be most important or
plan; identifying sources of support, including desirable to achieve?”
financial support; creating visuals; writing letters;
presenting a theatre performance; producing and D3.2 identify key learning from their inquiry
distributing an information poster; developing and formulate further questions and possible
a website) next steps
Sample questions: “Which people and Sample questions: “What have you learned
organizations should you target with your from developing your action plan that you
letter-writing campaign?” “What interest group could apply in other areas of political activity?
or level of government might provide funding Did what you have learned change your
to support this initiative?” “Who could you approach to this issue in any way?” “What
collaborate with in your course of action?” are some ways in which you might build on
your action plan?”
D2.4 identify key skills needed to implement CPC3O
the proposed plan (e.g., skills relating to setting
and revising goals; organization; collaboration;
communication; technology; management, including
media management skills and the ability to conduct
effective meetings)
Sample questions: “What are some techniques
for encouraging participation in a meeting
while keeping the discussion on track?” “How
do you decide when and to whom to delegate
responsibility for specific tasks?” “What
resources are available to help you improve
your implementation skills?”

PERSONAL ACTION ON A POLITICAL ISSUE

525
Canadian and International
Politics, Grade 12
University Preparation CPW4U

This course explores various perspectives on issues in Canadian and world politics.
Students will explore political decision making and ways in which individuals, stakeholder
groups, and various institutions, including governments, multinational corporations, and
non-governmental organizations, respond to and work to address domestic and international
issues. Students will apply the concepts of political thinking and the political inquiry
process to investigate issues, events, and developments of national and international
political importance, and to develop and communicate informed opinions about them.

Prerequisite: Any university or university/college preparation course in Canadian and

world studies, English, or social sciences and humanities

OVERVIEW
The course has five strands. Instruction and learning related to the expectations in strand A
are to be interwoven with instruction and learning related to expectations from the other
four strands. Strand A must not be seen as independent of the other strands. Student
achievement of the expectations in strand A is to be assessed and evaluated throughout
the course.

Strand A
A. Political Inquiry and Skill Development

Overall Expectations
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of national and international political importance

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
investigations related to politics, and identify various careers in which a background in political
studies might be an asset
(continued)

527
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B–E.
Grade 12, University Preparation

Strands B–E
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Political Thinking

B. Political Foundations

B1. Political Thought: demonstrate an understanding of Political thinking reflects What criteria would you
various political ideologies, theories, and concepts, and social, economic, and use to assess political
analyse their relevance to Canadian and international technological changes thinkers? Whose voices
politics (FOCUS ON: Political Significance; Political and affects political policy. are represented, and
Perspective) whose voices are not, in
traditional political theory?
B2. The Evolution of Modern Politics and International The past century has been
Relations: analyse the role of ideology, diplomacy, and marked by extensive Under what circumstances
conflict, including conflict related to decolonization, in political conflict but also can diplomacy work?
the evolution of politics in and relations between by cooperation and
various countries around the world in the past century diplomacy. How does decolonization
(FOCUS ON: Political Significance; Stability and Change) continue to affect politics
and international relations
B3. Influences on Canadian and International Politics: Relations between today?
analyse how social, economic, and geographic factors countries are affected
influence contemporary politics in and relations between by various economic, How do political/cultural
various countries around the world (FOCUS ON: Objectives social, cultural, and values and identity affect
and Results; Political Perspective) environmental factors. relations within and
between countries?

C. Governments and Canadian and International Politics

C1. The International Influence of Governments: Individual nations use What are the benefits
analyse how strategies/practices used by a state or various means to influence and disadvantages to
states can affect the policies and status of other states the policies and/or status Canada of being a member
(FOCUS ON: Political Significance; Objectives and Results) of other nations. of international and
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

intergovernmental
C2. Intergovernmental Cooperation: demonstrate Canada’s participation in
organizations?
an understanding of the role of intergovernmental international organizations
cooperation in international politics (FOCUS ON: has changed over time. How and why does Canada
Objectives and Results; Stability and Change) exert political pressure on
Technological advances
other nations?
create new reasons for
intergovernmental Is Canada an important
cooperation. world player?

C3. Canadian Government Policies and International Canada’s foreign policy Are Canadian values about
Relations: analyse Canada’s foreign policy objectives objectives and actions are democratic and human
and factors that affect them (FOCUS ON: Objectives and influenced by political, rights reflected in our
Results; Political Perspective) economic, and cultural foreign policy?
considerations.

* See page 17 for a discussion of the purpose of big ideas and framing questions.

528
 Canadian and International Politics
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Political Thinking

D. Non-governmental Action on Canadian and

International Political Issues

D1. Civic Awareness and Responsibility: analyse the Informed and responsible What are the attributes
role of civic awareness and responsibility among citizens can make a of a responsible global
citizens and non-governmental stakeholders in the difference in the local, citizen?
national and international community (FOCUS ON: national, and global
How has technology
Political Significance; Political Perspective) community.
affected political
D2. Challenges and Strategies: demonstrate an There are many forms of participation?
understanding of key challenges relating to various political activism and civic
issues of national and global political importance engagement. Is civil disobedience ever
and of the strategies and effectiveness of various justified?
non-governmental stakeholders, including NGOs, in How does one measure
addressing them (FOCUS ON: Objectives and Results; the effectiveness of
Political Perspective) a non-governmental
organization or social CPW4U
D3. Contributions to the Global Community: assess The global community
the importance of the contributions of individuals and has benefited in many enterprise group?
other non-governmental stakeholders to national and ways from the actions of
global communities (FOCUS ON: Objectives and Results; individuals and groups.
Stability and Change)

E. Rights and Power in the International Community

E1. Influence, Power, and Decision Making: demonstrate Geographic, demographic, What makes a nation
an understanding of how power is distributed and economic, political, and politically powerful? Why
exercised in Canada and other countries, and of factors military factors all affect are some countries more
that affect its distribution (FOCUS ON: Political Significance; the global balance of powerful than others?
Objectives and Results) power.
How is Canada’s democratic
E2. Technology and Globalization: assess the influence Communications and system of government
of globalization and technology on Canadian and information technology different from systems in
international politics (FOCUS ON: Stability and Change; has had an impact on other countries?
Political Perspective) political action and
processes in Canada and Has globalization harmed
worldwide. or benefited Canada?
Would the answer be the
Globalization has affected same for all Canadians?
political, cultural, and
economic boundaries. How and why do
multinational enterprises
E3. Human Rights at Home and Abroad: explain There have been human hold political as well as
violations of human rights in Canada and abroad rights abuses in many economic power?
as well as the role of Canadian and international laws, countries, including
institutions, and processes in the protection of human Canada. Should the Canadian
rights (FOCUS ON: Political Significance; Stability and government defend
Many governments and human rights beyond
Change)
other institutions work in its borders?
OVERVIEW

defence of human rights.

Why do human rights
abuses still exist?

529
 A. POLITICAL INQUIRY AND SKILL
DEVELOPMENT
Grade 12, University Preparation

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of national and international political importance;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations
related to politics, and identify various careers in which a background in political studies might be
an asset.

SPECIFIC EXPECTATIONS
A1. Political Inquiry A1.3 assess the credibility of sources relevant
to their investigations (e.g., the reliability of
Throughout this course, students will: the evidence presented in a source; the purpose,
intended audience, and context of a source; the
A1.1 formulate different types of questions to
bias, values, and expertise of the speaker/author)
guide investigations into issues, events, and/or
developments of national and international Sample questions: “What information do you
political importance (e.g., factual questions: need to help you determine which sources are
Which ideologies are on the extremes on the most credible?” “What types of biases can be
political spectrum?; comparative questions: What easily detected in a source? What types of biases
are the main similarities and differences between might be more difficult to detect?” “Whose
the structures of government in Canada and Great voice is reflected in this source? Whose voices
Britain?; causal questions: What impact did the have been omitted or misrepresented? What are
9/11 attacks have on domestic political policy in the implications of the omission of these voices?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

the United States?)

A1.4 interpret and analyse evidence, data, and
A1.2 select and organize relevant evidence, data, information relevant to their investigations,
and information about issues, events, and/or using various tools, strategies, and approaches
developments of national and international that are appropriate for political inquiry (e.g.,
political importance from a variety of primary use a cross-classification chart to help them analyse
and secondary sources (e.g., primary: interviews, information they have gathered about different
legislation, photographs, policy statements, speeches, countries’ responses to the same issue; use a web chart
statistics, surveys, treaties and other international when comparing the points of view of different
agreements; secondary: articles, documentaries politicians; assess the validity and rank the
and other films, news stories, political cartoons, importance of various points made in their sources;
textbooks, websites), ensuring that their sources discuss, clarify, and compare positions on an issue
reflect multiple perspectives with their peers)
Sample questions: “Which government Sample questions: “What criteria might you
documents might be relevant to this issue? use to rank the significance of the impact of a
Where might you find them? What other sources change in political policy? How might the rank-
might you use to supplement these documents?” ing change if you adopted different criteria?”
“Which type of information might you find on
the websites of groups or institutions that are A1.5 use the concepts of political thinking (i.e.,
lobbying governments on or otherwise address- political significance, objectives and results,
ing this issue?” “How can you ensure that your stability and change, political perspective) when
sources reflect a variety of perspectives?” analysing and evaluating evidence, data, and

530
 information and formulating conclusions and/or issues; an editorial cartoon on a recent political
judgements about issues, events, and/or develop- controversy; a news report on a political protest
ments of national and international political in a country other than Canada)
importance (e.g., apply the concept of political

Canadian and International Politics

significance when analysing the impact of a A1.8 use accepted forms of documentation
nationalist movement in a particular country; (e.g., footnotes or endnotes, author/date citations,
use the concept of objectives and results to help bibliographies, reference lists) to reference different
them determine the criteria to use in measuring types of sources (e.g., articles, blogs, books, films
the effectiveness of the work of a non-governmental or videos, policies, websites)
organization; use the concept of stability and change
when analysing the evolution of Canadian foreign A1.9 use appropriate terminology when com-
policy; use the concept of political perspective to municating the results of their investigations
help them explain government support or lack of (e.g., vocabulary specific to the topic; terms related
support for a particular United Nations resolution) to political studies and the concepts of political
thinking)
Sample questions: “Why might it be appropriate
to analyse this issue from human rights,
economic, and environmental perspectives? A2. Developing Transferable Skills
Are there other perspectives you might also
consider?” “How would you determine the Throughout this course, students will:
political significance of a government’s decision
to call an early election?” “What are some of A2.1 describe ways in which political inquiry can
the objectives of political polling? How might help them develop skills, including the essential
public opinion polls lead to unintended election skills in the Ontario Skills Passport (e.g., skills
results?” “Are democratic governments more related to reading texts, writing, document use,
or less stable than dictatorships? If not, why? computer use, oral communication, numeracy,
If so, in what way?” decision making, problem solving), and those CPW4U
related to the citizenship education framework,*
A1.6 evaluate and synthesize their findings to that can be transferred to postsecondary oppor-
formulate conclusions and/or make informed tunities, the world of work, and everyday life
judgements or predictions about the issues,
events, and/or developments they are A2.2 demonstrate in everyday contexts attributes,
investigating skills, and work habits developed through
investigations into political issues, events,
Sample questions: “Did your findings challenge and/or developments (e.g., show attributes such
your initial assumptions about the topic? If so, as respect and cooperation to help them build positive
in what way?” “When you review your research, relationships with diverse individuals/groups; use
which facts and arguments do you consider critical-thinking and decision-making skills to
most persuasive? How have they affected the formulate a position on a controversial issue and
conclusion you have reached?” “What were the participate in informed discussions/debates about
key ethical questions raised in the debate on that issue; apply work habits such as initiative and
this issue?” “Did the results of your inquiry responsibility when researching and considering
influence your political perspective on the issue?” their postsecondary options)

A1.7 communicate their ideas, arguments, and Sample questions: “What are the most appro-
conclusions using various formats and styles, priate ways to demonstrate questioning skills
as appropriate for the intended audience and when people are voicing their position on an
purpose (e.g., a persuasive essay on an issue related issue?” “How do your own biases affect your POLITICAL INQUIRY AND SKILL DEVELOPMENT

to globalization; a debate on the pros and cons of line of questioning and your understanding of
nationalism; a seminar on the relationship between other people’s responses?”
political ideology and political policy; a letter to an
appropriate elected official requesting action on A2.3 apply the concepts of political thinking
an issue of national or international importance; when analysing current events relating to
a web page highlighting issues of importance to issues of national and international political
indigenous peoples; a blog about human rights importance (e.g., a coup d’état, a political protest

* The citizenship education framework appears on page 13.

531
 and the government response, a terrorist attack,
the mistreatment of Canadian nationals in another
country, a new international trade agreement, a
break in diplomatic relations between two states),
in order to enhance their understanding of
Grade 12, University Preparation

these issues and their role as informed citizens

Sample questions: “What political perspectives
are different political parties taking on this
issue?” “Are there other people affected by
this issue who are not represented in this
news story?” “What is the political significance
of the 2013 Federal Court ruling that Métis
people in Canada have the same status as
‘status Indians’?”

A2.4 identify a variety of careers in which skills

developed in political studies might be an asset
(e.g., band councillor, community leader/activist,
educator, international aid worker, journalist, lawyer,
lobbyist for a non-governmental organization,
policy analyst, politician, pollster, researcher,
social worker, speech writer)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

532
B. POLITICAL FOUNDATIONS

Canadian and International Politics

OVERALL EXPECTATIONS
By the end of this course students will:

B1. Political Thought: demonstrate an understanding of various political ideologies, theories, and
concepts, and analyse their relevance to Canadian and international politics (FOCUS ON: Political
Significance; Political Perspective)
B2. The Evolution of Modern Politics and International Relations: analyse the role of ideology,
diplomacy, and conflict, including conflict related to decolonization, in the evolution of politics in
and relations between various countries around the world in the past century (FOCUS ON: Political
Significance; Stability and Change)
B3. Influences on Canadian and International Politics: analyse how social, economic, and geographic
factors influence contemporary politics in and relations between various countries around the
world (FOCUS ON: Objectives and Results; Political Perspective)

SPECIFIC EXPECTATIONS
CPW4U
B1. Political Thought Sample questions: “Why is Plato considered
a great political thinker? In what ways are his
FOCUS ON: Political Significance; Political Perspective ideas still relevant to present-day political
debates?” “Who are some theorists whose ideas
By the end of this course students will:
are central to postcolonial political thought?
B1.1 describe some key similarities and differen- What is the significance of their ideas?” “What
ces between various political ideologies (e.g., do different political theorists argue is the ideal
liberalism, conservatism, capitalism, fascism, level of government involvement in business
socialism, communism, anarchism), and explain and the economy?”
where these ideologies fall on a political spectrum
(i.e., a political compass model or other type B1.3 analyse the concept of nationalism (e.g., with
of spectrum) reference to sovereignty, patriotism, ethnic nation-
alism, national identity, national pride, different
Sample questions: “What are some political concepts of nationhood) and how nationalism and
spectrum models? Which do you find to be nationalist ideologies have affected and continue
most useful? Why?” “If communism and to affect politics in Canada and other countries
Nazism are both associated with totalitarian (e.g., political unification and/or separation of
regimes, why are they situated at opposite some countries, nationalist/separatist movements,
ends of a left-right political spectrum?” “Where the role of nationalism in anticolonial movements,
do ‘green’ political ideologies fit on political ethnic cleansing, nationalist symbols and images,
spectrum models?” jingoism, militarism)

B1.2 describe the main ideas of various political Sample questions: “Why are there different
theorists/philosophers (e.g., John Locke, Thomas ideas about what constitutes a nation?” “What
Hobbes, Jean-Jacques Rousseau, Mary Wollstonecraft, is the significance of separatist movements in
John Stuart Mill, Karl Marx, Hannah Arendt, Canada and other nations?” “How can patriotic
assertiveness affect a nation domestically and
POLITICAL FOUNDATIONS

Frantz Fanon), and explain ways in which these

ideas have influenced historical and/or contem- in its international relations?”
porary politics (e.g., with reference to the political
rights of women, the establishment of communist
or socialist states, decolonization, the welfare state,
the neoliberal policies of Margaret Thatcher or
Ronald Reagan)

533
 B2. The Evolution of Modern Politics think are the greatest accomplishments in
and International Relations diplomacy in the past century? What do you
think are the greatest failures? Why?”
FOCUS ON: Political Significance; Stability and Change
B2.4 describe key developments related to decol-
Grade 12, University Preparation

By the end of this course students will: onization and how they have affected politics
B2.1 analyse key policies of some governments, in and relations between various countries since
both historical and contemporary, in various World War II (e.g., wars of liberation and civil wars,
regions, and identify the political approaches/ creation of new states in former colonies, changing
ideologies these policies reflect (e.g., liberalism, borders, new political alliances, power struggles in
conservatism, neoliberalism, social democracy, newly independent countries, establishment of the
socialism, communism, fascism, Nazism, Commonwealth, replacement of political colonization
communism, populism) with economic colonization, changes in trade)

Sample questions: “In what ways did Germany’s Sample questions: “What types of conflicts
Nuremberg Laws reflect Nazi ideology?” “How preceded and accompanied the independence
would you account for the fact that medicare of India? How are those conflicts still relevant
in Canada was born in Saskatchewan and not today?” “What impact has decolonization had
another province?” “What differences do you on the function and priorities of the United
note in Canadian trade policies of the govern- Nations?” “What impact does decolonization
ments of Jean Chrétien and Stephen Harper? continue to have in Libya, Rwanda, and/or
What do these differences tell you about the Senegal?”
political ideologies of these governments?”
“What political approaches/ideologies are B3. Influences on Canadian and
reflected in Canadian and provincial policies
International Politics
towards First Nations, Inuit, and Métis people?”
FOCUS ON: Objectives and Results; Political
B2.2 analyse ways in which conflict and violence Perspective
have influenced politics in and relations between
various countries around the world since World By the end of this course students will:
War I (e.g., civil wars in Russia, Spain, Algeria,
China, or Syria; Axis invasions during World War II; B3.1 analyse how various economic factors (e.g.,
genocides, ethnic cleansing, and other crimes against GDP per capita, trade balances, poverty rates,
humanity in Turkey, Nazi Germany, Ukraine, currency exchange rates, employment rates,
Rwanda, or the former Yugoslavia; terrorism in inflation rates, recessions, depressions) influence
Northern Ireland or the Middle East; the Dirty politics in and relations between various
War in Argentina; the crushing of the Prague countries, including Canada
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Spring or Arab Spring) Sample questions: “What are some characteristics

Sample questions: “What are some ways of the Canadian economy that affect its power
in which the Cold War influenced domestic internationally?” “How has the fiscal crisis
political policy in countries on both sides of experienced by several European Union (EU)
the Iron Curtain? How did it affect international member countries affected international
relations?” “What impact did apartheid policies politics?” “How can foreign debt affect the
in South Africa have on that country’s relations domestic and/or foreign policy of a country?”
with other countries in the international
community?” “What are some key ways B3.2 analyse various ways in which national,
in which the 9/11 terrorist attacks changed ethnic, and/or regional identities influence
global politics?” politics in and relations between various
countries, including Canada (e.g., Mohawk
B2.3 analyse the role of some pivotal develop- protests at Oka and/or Anishinaabe protests at
ments in diplomacy since the late nineteenth Ipperwash, the October Crisis, the Canadian policy
century (e.g., the Peace Congress of 1899 in of multiculturalism, regional political parties in
The Hague, the Treaty of Versailles, the League Canada or other countries, the Israeli-Palestinian
of Nations, the Munich Agreement, the United conflict, the Indo-Pakistani conflict, Somalia’s
Nations [UN], Strategic Arms Limitation Talks, civil war, relations between Russia and Ukraine,
the Camp David Accord) organizations such as La Francophonie)
Sample questions: “What key international Sample questions: “What commonalities are
events and agreements can be seen as precursors there between the objectives of the Quebec
to the formation of the UN?” “What do you sovereignist, Scottish nationalist, and Basque
separatist movements?” “How have First Nations

534
 beliefs in the right to self-determination with B3.5 analyse how religion influences politics
respect to governance, land, and resources in and relations between various countries,
influenced Canadian politics?” “What impact including Canada (e.g., with reference to the
did ethnic rivalries have on the disintegration public funding of secular and religious schools,

Canadian and International Politics

of the former Yugoslavia? What impact did the ideas about the separation of church and state,
conflict between these groups have on other the Islamic Revolution in Iran, the influence of
countries?” religious teaching about gender roles, the role
of religious fundamentalism in conflicts around
B3.3 analyse how various social and cultural the world)
factors, including aspects of social/cultural
Sample questions: “How do religious differences
identity, influence politics in and relations
between Muslim Sunni and Shia sects affect
between various countries, including Canada
politics within and between countries?” “What
(e.g., with reference to shared language/culture,
are some ways in which religious affiliations/
education levels and literacy rates, fertility rates,
identities can influence politics, even in an
health and welfare, immigration, international
officially secular state?” “What is a theocracy?
sporting events)
What impact can the religious affiliation of a
Sample questions: “How and why might theocracy have on its political policies?”
immigration influence political policies in
a country and/or its relations with other B3.6 analyse how geographic and environmental
countries?” “How has the AIDS pandemic factors influence politics in and relations
affected domestic and foreign policy in some between various countries, including Canada
countries?” “Why might a country bid to host (e.g., with reference to geographic location, natural
the Olympics or the Pan-American Games? resources, water scarcity, climate change, environ-
What impact can such events have on inter- mental degradation, natural disasters, invasive
national relations?” species)
Sample questions: “How does the relationship CPW4U
B3.4 analyse various ways in which domestic
of First Nations, Métis, and/or Inuit people
political policies influence a country’s relations
with the environment influence their position
with other countries (e.g., with reference to
on some political issues?” “What are the
apartheid, political persecution, or other human
objectives of the Kyoto Protocol? What are its
rights abuses; militarism and expansionism;
limitations? Why has Canada withdrawn from
economic protectionism or openness to free trade;
the protocol? What impact do you think this
relations between countries with different political
will have?” “What are some ways in which
outlooks)
countries’ need for oil and gas affects inter-
Sample questions: “What impact do domestic national relations?”
politics in the United States and Cuba have on
relations between those two countries?” “What
impact has nuclear testing by North Korea had
on its relations with other countries?” “What
impact does Canada’s policy with respect to the
Northwest Passage have on its relations with
other countries?”

POLITICAL FOUNDATIONS

535
 C. GOVERNMENTS AND CANADIAN
AND INTERNATIONAL POLITICS
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

C1. The International Influence of Governments: analyse how strategies/practices used by a state or
states can affect the policies and status of other states (FOCUS ON: Political Significance; Objectives
and Results)
C2. Intergovernmental Cooperation: demonstrate an understanding of the role of intergovernmental
cooperation in international politics (FOCUS ON: Objectives and Results; Stability and Change)
C3. Canadian Government Policies and International Relations: analyse Canada’s foreign policy
objectives and factors that affect them (FOCUS ON: Objectives and Results; Political Perspective)

SPECIFIC EXPECTATIONS
C1. The International Influence of (e.g., political classifications such as country, state,
Governments territory, department, administrative region;
economic classifications such as developed/devel-
FOCUS ON: Political Significance; Objectives and oping, First World/Third World, North/South)
Results
Sample questions: “Which classification most
By the end of this course students will: effectively captures the similarities and differ-
ences among political entities? Why might a
C1.1 explain, with reference to specific examples, political entity object to being classified in a
the significance of diplomatic recognition for particular way?” “Do you think that common
states and factors that can prevent countries economic classifications of the countries of the
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

from granting such recognition (e.g., with world are accurate or meaningful? Why or
reference to Taiwan and the People’s Republic of why not?”
China, South Ossetia, Palestine, Israel, recognition
of a new government following a revolution or C1.3 identify strategies used by individual coun-
coup d’état) tries or groups of countries to influence the
internal policies of others in the international
Sample questions: “In addition to having a
community (e.g., sanctions, suspending diplomatic
population and a territory, what criteria are
relations, motions of censure, granting or with-
generally thought to be necessary for a political
drawing aid, conferences, covert activities), and
entity to be officially defined and recognized as
assess their effectiveness in specific cases
a state? Are there different views about which
criteria are essential?” “How might diplomatic Sample questions: “Why did Canadian prime
recognition or the lack of it affect the economic minister Brian Mulroney implement economic
activity of a particular territory or region?” sanctions against apartheid South Africa? Did
“Does the recognition of a country’s political all countries in the international community
leadership by the country’s own people guar- agree with this strategy? How effective do you
antee that the country will be internationally think this strategy was?” “What are some ways
recognized? If not, why not?” in which the American Central Intelligence
Agency has tried to influence the internal politics
C1.2 explain the significance of different classifi- of some countries?” “How effective do you
cations that are used to describe political think votes of censure in the UN are in bringing
entities in the international political system about changes in policy in targeted countries?”

536
C1.4 explain how various forms of dispute in those regions and in Canada? Why might
resolution (e.g., negotiations, mediation, arbitration, people hold different positions on whether to
prosecution, International Court of Justice, sanctions, enter into such agreements?”
embargoes, war) are used to resolve conflicts

Canadian and International Politics

between states, and assess their effectiveness C2.3 analyse how globalization and technological
in specific cases advances have created the need for new types
of intergovernmental cooperation (e.g., with
Sample questions: “What are some examples
reference to nuclear weaponry; space exploration/
of the use of economic sanctions to address
activity; environmental and labour regulation in
international conflicts? What were the objectives
industrializing countries; censorship, freedom of
of the sanctions? To what extent did the use of
speech, and the Internet; international terrorism;
sanctions achieve those objectives?” “What are
drug trafficking), and explain what types of
some examples of disputes that have been
international organizations/agreements are
brought to the International Court of Justice?
being developed to address these changes
Are the court’s rulings always accepted by the
countries involved? If not, what provisions are Sample questions: “What are some barriers
in place to enforce them? How effective are to establishing a fair, balanced, and equitable
these provisions?” environment for international trade? What IGOs
provide a forum for debating and negotiating
international trade agreements?” “What IGOs
C2. Intergovernmental Cooperation deal with preventing the proliferation and use
of nuclear weapons? What are some of their
FOCUS ON: Objectives and Results; Stability and
achievements? What are some areas in which
Change
they have been unsuccessful?”
By the end of this course students will:

C2.1 analyse the roles of various intergovernmental C3. Canadian Government Policies CPW4U
organizations (IGOs) as well as Canada’s role and International Relations
in them (e.g., the UN, EU, African Union, World FOCUS ON: Objectives and Results; Political
Health Organization, International Monetary Perspective
Fund [IMF], World Trade Organization [WTO],
Organization of the Petroleum Exporting Countries, By the end of this course students will:
Association of South Asian Nations)
C3.1 describe Canada’s foreign policy objectives
Sample questions: “Why do countries participate
and assess the effectiveness of the Department
in IGOs?” “What is the role of the IMF and
of Foreign Affairs, Trade and Development
WTO? What are some ways in which these
(DFATD) in achieving them
groups affect domestic political/economic policy
in some countries?” “What are some IGOs in Sample questions: “Why did Ottawa fold the
which Canada participates? Has Canada’s role Canadian International Development Agency
in such organizations changed over time?” “What into DFATD?” “What are the implications of
might be the effect of Canada’s choosing not to Canada’s losing its 2010 bid for a seat on the

GOVERNMENTS AND CANADIAN AND INTERNATIONAL POLITICS

participate in some IGOs?” UN Security Council?”

C2.2 assess the effect on Canadians and the C3.2 explain how various factors (e.g., commitments
international community of various international under existing treaties, domestic interest groups,
agreements signed by Canada (e.g., North international non-governmental organizations
American Free Trade Agreement [NAFTA], [NGOs], foreign governments, the political
Comprehensive Test Ban Treaty, United Nations perspective of the party in power, the health
Framework Convention on Climate Change, of the Canadian economy) influence Canada’s
Anti-Personnel Mine Ban Convention, Convention foreign policy objectives and actions
on International Trade in Endangered Species)
Sample questions: “What are some examples
Sample questions: “What are some issues of of the influence of Canada’s commitment to
interest to Canada that can be addressed only human rights and democratic values on its
by a formal international agreement?” “How foreign policy?” “What are some examples
do you think the signing of a freer trade agree- of the influence of economic considerations
ment with the EU will affect Canadians? How on Canada’s foreign policy?”
might the signing of a freer trade agreement
with Pacific Rim nations affect people living

537
 D. NON-GOVERNMENTAL ACTION ON
CANADIAN AND INTERNATIONAL
Grade 12, University Preparation

POLITICAL ISSUES

OVERALL EXPECTATIONS
By the end of this course students will:

D1. Civic Awareness and Responsibility: analyse the role of civic awareness and responsibility
among citizens and non-governmental stakeholders in the national and international community
(FOCUS ON: Political Significance; Political Perspective)
D2. Challenges and Strategies: demonstrate an understanding of key challenges relating to various
issues of national and global political importance and of the strategies and effectiveness of various
non-governmental stakeholders, including NGOs, in addressing them (FOCUS ON: Objectives and
Results; Political Perspective)
D3. Contributions to the Global Community: assess the importance of the contributions of individuals
and other non-governmental stakeholders to national and global communities (FOCUS ON: Objectives
and Results; Stability and Change)

SPECIFIC EXPECTATIONS
D1. Civic Awareness and Responsibility devices have on the availability of information
on global issues? In what ways is the information
FOCUS ON: Political Significance; Political Perspective from these sources different than that from more
traditional media sources? What are some ways
By the end of this course, students will:
in which the use of personal communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

D1.1 analyse the role of responsible citizenship in devices has affected public responses to political
the local, national, and global community developments or issues?”

Sample questions: “What are some skills and

attitudes listed in the citizenship education D2. Challenges and Strategies
framework (see page 13) that an individual who
seeks to be a responsible global citizen should FOCUS ON: Objectives and Results; Political Perspective
develop?” “What do you consider to be the
By the end of this course students will:
role of the responsible citizen in the global
community? In what ways is this role similar D2.1 explain key challenges relating to some
to or different from the role of the responsible specific issues of national and global political
citizen in the local community?” importance (e.g., Aboriginal land claims, climate
change, protection of endangered species, loss
D1.2 analyse the role of information technology of rainforest, food and water security, refugee
and the media, including social media, in raising crises, use of child soldiers or child labour, human
civic awareness of issues of national and global trafficking, unfair trading practices, drug trafficking,
political importance violence against women, abuse of political power,
Sample questions: “What role does awareness of privacy issues)
current events play in responsible citizenship?” Sample questions: “What are some factors that
“Why do some countries try to control the contribute to food insecurity? Do you think
information available to their people? How can current policies effectively address these factors?
such control affect people’s civic participation?” If not, what limits the effectiveness of policy
“What impact do personal communication in this area? Why might grassroots groups

538
 and transnational corporations have different Why or why not?” “Why might Aboriginal
perspectives on how food security should be people in Canada be sceptical of a lands claim
addressed? Do you think the relative power process created by non-Aboriginal lawyers and
of these stakeholders has an impact on policy policy strategists?”

Canadian and International Politics

on this issue?” “What are some ways in which
racist, sexist, and/or classist attitudes and D2.5 analyse, and assess the effectiveness of, the
practices present challenges to addressing issues operations of various NGOs and social enter-
of political importance?” “Why do people prise groups (e.g., in terms of their fundraising,
respond differently to sudden, large-scale organizational structures, strategies for carrying
disasters than they do to ongoing global out their mandate)
issues such as famine and climate change?” Sample questions: “What criteria do you think
are most important in measuring the operational
D2.2 analyse various strategies used by individuals
effectiveness of an NGO?” “Does this organiza-
and non-governmental stakeholder groups to
tion have an advisory board that includes
address issues of national or global importance
individuals from the region it is targeting?”
and/or influence domestic or international
“What criteria would you use to assess whether
decision-making processes
a non-profit group or charity deserves your
Sample questions: “What are some key strategies money and/or your time as a volunteer?”
that NGOs use to achieve their objectives?
What factors might affect their choice of
strategy?” “What are some avenues through D3. Contributions to the Global
which individuals and stakeholder groups can Community
influence government policy and/or decision FOCUS ON: Objectives and Results; Stability and
making in national and global communities?”
Change
“Why might a group adopt terrorism as
a strategy?” By the end of this course students will: CPW4U

D2.3 analyse lawful and unlawful forms of D3.1 assess the importance of the contributions to
political activism or civic engagement, and Canada and the global community of various
assess responses to such activism individuals (e.g., Louise Arbour, Stephen Lewis,
Sample questions: “Why might a form of Nelson Mandela, Rigoberta Menchu, Lester B.
protest or activism that is permitted in one Pearson, Vandana Shiva, David Suzuki, Bertha von
country be unlawful elsewhere? Who are some Suttner, Malala Yousafzai, Muhammad Yunus)

NON-GOVERNMENTAL ACTION ON CANADIAN AND INTERNATIONAL POLITICAL ISSUES

individuals who have been arrested or persecuted Sample questions: “What are some criteria
for political activism in their own countries but you might use to determine the importance
who are celebrated for their actions elsewhere of a person’s contribution?” “What are some
in the world?” “Do you think it is ever justifiable examples of contributions that were intended
to break the law to advocate for change? If so, primarily to benefit a specific group but that
what criteria would you use to determine when have also contributed to the common good?”
it is justifiable?” “What are some ways in which “What are some of the characteristics of people
governments in Canada have responded to who take on leadership roles on global issues?”
unlawful political activism?”
D3.2 describe the objectives of a variety of NGOs
D2.4 analyse how the perspectives of individuals and social enterprise groups (e.g., Amnesty
and non-governmental stakeholder groups (e.g., International, Democracy Watch, Free the
corporations; unions; environmental, social justice, Children, the International Campaign to Ban
or women’s groups; religious organizations; political Landmines, Oxfam, the Red Cross / Red Crescent
lobby groups) may influence their response to Societies, Right to Play, the Social Enterprise
issues of national and/or international political Council of Canada, World Wildlife Fund), and
importance assess the importance of their contribution to
Sample questions: “Why might a union and a the national and global community
corporation have different perspectives on a Sample questions: “What are some Canadian
labour issue? How might these stakeholders NGOs that have made a significant contribution
differ in the ways they choose to respond to the to the international community? How would
issue?” “How important is it to be aware of the you measure their effectiveness?” “Which NGOs
political or ideological perspective or agenda do you think do the most important work in
that an NGO, interest group, or social enterprise the international community? What are your
organization might have? If an organization is reasons for choosing these organizations?”
doing good work, does its ideology matter?

539
 E. RIGHTS AND POWER IN THE
INTERNATIONAL COMMUNITY
Grade 12, University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:
E1. Influence, Power, and Decision Making: demonstrate an understanding of how power is
distributed and exercised in Canada and other countries, and of factors that affect its distribution
(FOCUS ON: Political Significance; Objectives and Results)
E2. Technology and Globalization: assess the influence of globalization and technology on Canadian
and international politics (FOCUS ON: Stability and Change; Political Perspective)
E3. Human Rights at Home and Abroad: explain violations of human rights in Canada and abroad as
well as the role of Canadian and international laws, institutions, and processes in the protection of
human rights (FOCUS ON: Political Significance; Stability and Change)

SPECIFIC EXPECTATIONS
E1. Influence, Power, and Decision which the military plays a large role in politics?
Making What are the political implications of this role?”
“What are some benefits of a political structure
FOCUS ON: Political Significance; Objectives and that is based on a system of checks and balances?
Results What are some drawbacks to such a structure?”

By the end of this course students will: E1.3 explain some key similarities and differences
between Canada’s system of government and
E1.1 analyse the effect of various factors (e.g.,
that of other countries (e.g., Canada’s constitutional
geography, demography, economic resources,
monarchy versus Iran’s theocracy, Brunei’s absolute
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

military strength) on the power of individual

monarchy, the U.S. republic, or Cuba’s one-party
states and the global balance of power
state; Canada’s federal state versus unitary states;
Sample questions: “What criteria should be powers held by the central government and other
considered when measuring the power of a levels of government in Canada and elsewhere;
political entity?” “In what ways has the role who has and does not have the right to vote in
of the United States as a global superpower Canada and elsewhere)
changed? What factors have contributed to
Sample questions: “What are some key similar-
those changes?” “Which countries in the world
ities and differences between Canada’s system
are perceived to have the most power? How
of government and those of Britain and the
might perceived power influence actual power?”
United States?” “Do you think Canada has
“What impact does the possession of nuclear
closer relations with countries that have systems
weapons have on a state’s power or perceived
of government similar to our own?”
power and the global balance of power?”
E1.4 explain the requirements for a democracy,
E1.2 analyse how power is distributed in Canada
and describe the characteristics and the strengths
and in various countries around the world
and weaknesses of different types of electoral
(e.g., with reference to social, economic, political,
systems used in democratic states (e.g., single-
judicial, military power)
member plurality, proportional representation,
Sample questions: “What is the relationship run-off systems)
between economic and political power in
Sample questions: “What constitutes a democ-
Canada? Is the relationship similar or different
racy? Can a state be considered democratic if it
in other countries?” “What are some states in
places limitations on who can vote?” “Under

540
 what circumstances, if any, do you think it of globalization? Apart from a policy of
is appropriate for a democratic state to place isolationism, what strategies are available to
limits on free speech or a free press?” “Why are governments to mitigate such effects?” “What
some groups trying to introduce proportional are some ways in which globalization has

Canadian and International Politics

representation to Canadian electoral politics?” benefited Canadians? Are there some groups
that have benefited more than others? If so,
E1.5 identify countries or groups of countries why? Which groups in Canada have been hurt
that have supranational power, and analyse by globalization?”
how such power affects international politics
(e.g., with reference to superpowers such as the E2.3 analyse the impact of the power of multi-
United States, Russia, and China; regional institu- national enterprises (MNEs) (e.g., petrochemical,
tions/agreements such as the EU, Arab League, biotechnology, agribusiness, banking, media,
Pan-African Parliament, Association of Southeast clothing, automotive, computer, information
Asian Nations, Union of South American Nations, technology, and/or mining companies) on political
NAFTA) policy in and relations between various countries
Sample questions: “What are some reasons why Sample questions: “What impact have multi-
neighbouring countries form regional alliances? national agribusiness companies had on the
Do you think these alliances are generally policies of some countries in Latin America?”
effective? Why or why not?” “What countries “Why and how might a MNE seek to influence
might participate in future alliances and with economic, labour, and/or environmental policies
what objectives?” and regulations within a country?” “Why has
the American government provided multi-billion
dollar bailouts to banks and car companies?”
E2. Technology and Globalization
FOCUS ON: Stability and Change; Political Perspective
E3. Human Rights at Home and Abroad CPW4U
By the end of this course students will: FOCUS ON: Political Significance; Stability and Change

E2.1 assess the influence of communications and By the end of this course students will:
information technologies, including social media,
on politics in Canada and other countries (e.g., E3.1 analyse some violations of human rights in
with reference to increasing difficulty of controlling Canada (e.g., Chinese Head Taxes, internment of
public access to previously privileged information; Japanese Canadians during World War II, residential
the use of robocalling to influence voters, of blogs to school policies, segregation, laws that violated the
criticize governments, of texting to share information, rights of disabled people) as well as the Canadian
of crowdsourcing to address a problem, of social government’s responses to violations of human
media to follow, communicate with, and comment rights, humanitarian crises, and genocides
on politicians; ease of spreading propaganda or internationally (e.g., the Holocaust, the Holodomor,
disinformation; the need for measures to protect apartheid in South Africa, the Rwandan genocide,
privacy/confidential information) the humanitarian crisis/genocide in Darfur)
Sample questions: “What are some ways in Sample questions: “What are some similarities
which communications technology can be used and differences between government policies

RIGHTS AND POWER IN THE INTERNATIONAL COMMUNITY

to facilitate the electoral process? What are on Aboriginal rights and treaty issues in Canada
some ways in which it can be used to subvert and those in other countries such as Australia or
the process?” “What are some benefits and New Zealand? What historical, political, social,
drawbacks of online voting?” “How has the rise and/or economic factors might account for any
of social media influenced global awareness of differences?” “What are some examples of a
government processes and/or the authority of government’s offering a public apology for
governments? Is this a positive change? Why or past injustices? What are the reasons for such
why not?” “What role did social media play in apologies? How meaningful or effective do you
the Egyptian revolution?” think such apologies are in addressing historical
and/or continuing inequities?”
E2.2 analyse how globalization has affected
politics in and relations between various E3.2 explain how various factors can either
countries, including Canada facilitate or limit the ability of the international
community to intervene to prevent or mitigate
Sample questions: “What are some ways in
violations of human rights (e.g., with reference
which globalization affects political and cultural
boundaries?” “What are some negative effects

541
 to economic, geographic, military, and/or cultural E3.4 assess Canada’s ability to protect the rights
factors; public awareness and public opinion; and freedoms of Canadian citizens beyond
political and public will) Canada’s borders
Sample questions: “What are some reasons why Sample questions: “What human rights and
Grade 12, University Preparation

North Atlantic Treaty Organization [NATO] or freedoms can Canadian citizens travelling or
UN peacekeepers have been limited in their working abroad expect to have acknowledged
ability to intervene to prevent human rights and protected under international human
violations in specific instances?” “Why might rights laws? How do these rights and freedoms
one country’s close economic or political ties compare with those guaranteed under the
with another lead it to ignore or respond in a Canadian constitution, including the Charter
rudimentary way to its partner state’s human of Right and Freedoms?” “What responsibility
rights violations?” does the Canadian government have to protect
the human rights of Canadian citizens living,
E3.3 explain reasons for the success and failure of travelling, or working in a country with different
various Canadian and international agreements, human rights laws?”
institutions, and/or processes that were intended
to protect human rights (e.g., the Canadian Charter
of Rights and Freedoms; the Universal Declaration
of Human Rights; the UN Declaration on the
Rights of Indigenous Peoples; the International
Covenant on Economic, Social and Cultural
Rights; Geneva Conventions; the UN Commission
on Human Rights; the International Criminal
Court [ICC]; the Stockholm Declaration)
Sample questions: “Who has been successfully
prosecuted by the ICC? What were the conse-
quences of these convictions? Why are most
war criminals not prosecuted by the ICC?”
“What lessons were learned by the UN following
its unsuccessful attempts to prevent the Rwandan
genocide? What, if any, changes have resulted?”
“Do all countries recognize the right to a
healthy environment as a human right? If not,
what impact might this have on the success of
international environmental agreements?”
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

542
APPENDIX A
THE GOALS OF SOCIAL STUDIES
The chart on page 8 of this document identifies the vision and overall goals of the
elementary program in social studies, history, and geography and of the secondary
program in Canadian and world studies. The chart on page 9 outlines specific goals for
all the subjects in Grades 11 and 12. The chart below outlines the goals of social studies,
from the elementary curriculum. As an interdisciplinary subject that incorporates aspects
of all five subjects from the Grade 11–12 curriculum, social studies lays the foundation
for some of the goals in these subjects.

Goals of Social Studies (Grades 1–6) – Developing a sense of who I am, and who we are
Where have I come from? What makes me belong? Where are we now? How can I contribute
to society?

Students will work towards:

• developing an understanding of responsible citizenship;
• developing an understanding of the diversity within local, national, and global communities,
both past and present;
• developing an understanding of interrelationships within and between the natural
environment and human communities;
• developing the knowledge, understanding, and skills that lay the foundation for future
studies in geography, history, economics, law, and politics;
• developing the personal attributes that foster curiosity and the skills that enable them
to investigate developments, events, and issues.

543
 APPENDIX B
THE CITIZENSHIP EDUCATION FRAMEWORK
The citizenship education framework that is represented on page 13 in a circular graphic
is recast here in tabular form, suitable for screen readers and potentially useful for teachers
when preparing instruction. Each of the four main elements of citizenship education –
active participation, identity, attributes, and structures – is addressed in a separate table.
Readers are encouraged to refer to the introductory text at the bottom of page 12 when
using this appendix.

Active Participation – Work for the common good in local, national,

and global communities
Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
• Voice informed opinions on matters relevant to their • decision making and
community voting
• Adopt leadership roles in their community • influence
• Participate in their community • conflict resolution and
• Investigate controversial issues peace building
• Demonstrate collaborative, innovative problem solving • advocacy
• Build positive relationships with diverse individuals • stewardship
and groups • leadership
• volunteering

Identity – A sense of personal identity as a member of various communities

Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Identify and develop their sense of connectedness to local,
•  • 
interconnectedness
national, and global communities • 
beliefs and values
• 
Develop a sense of their civic self-image • 
self-efficacy
• 
Consider and respect others’ perspectives • 
culture
• 
Investigate moral and ethical dimensions of developments, • 
perspective
events, and issues • 
community

544
Attributes – Character traits, values, habits of mind
Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Explore issues related to personal and societal rights
•  • 
inclusiveness
and responsibilities • 
equity
• 
Demonstrate self-respect, as well as respect and empathy • 
empathy and respect
for others • 
rights and responsibilities
• 
Develop attitudes that foster civic engagement • 
freedom
• 
Work in a collaborative and critically thoughtful manner • 
social cohesion

Appendix B
• 
fairness and justice
• 
citizenship
• 
collaboration and
cooperation

Structures – Power and systems within societies

Ways of Developing Citizenship Knowledge, Skills, Attitudes Related Terms and Topics
Develop an understanding of the importance of rules
•  • 
democracy
and laws • 
rules and law
• 
Develop an understanding of how political, economic, • 
institutions
and social institutions affect their lives • 
power and authority
• 
Develop an understanding of power dynamics • 
systems
• 
Develop an understanding of the dynamic and complex
relationships within and between systems

APPENDIX B

545
 APPENDIX C
MAP, GLOBE, AND GRAPHING SKILLS – A CONTINUUM
The charts on the following pages identify a continuum for the purposeful introduction
from Grade 1 through Grade 12 of (1) universal map and globe skills, and (2) universal
graphing skills. Students need these skills in order to be spatially literate, to communicate
clearly about “place”, and to develop a sense of place. The charts show the progression
of spatial skills in the social studies, history, geography, and Canadian and world studies
programs. The first chart, Map and Globe Skills, is divided into (A) Map Elements, and
(B) Spatial Representation.

All these skills should be taught in an issue-based context, and not as an end in themselves.
They can be used at many stages of the inquiry process, helping students gather, organize,
and analyse data and information, both visual and written, and communicate their findings.

Map, globe, and graphing skills can be used in the following ways:
• to extract information and data: students read maps, globes, and graphs to locate
information and/or data
• to analyse information and data: students process information and/or data from
maps, globes, and graphs
• to construct maps and graphs: students create maps and graphs to help them analyse
and communicate information and/or data and solve problems

It is important to note that map, globe, and graphing skills can be linked to skills related
to literacy, mathematical literacy, and technology.

546
 1. MAP AND GLOBE SKILLS
A. Map Elements
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
Title • uses the title to identify the purpose of a map
Legend • uses appropriate pictorial representations to convey meaning (e.g., photographs of a playground, library, school)
• uses colour to represent particular elements (e.g., a park, an ocean)
• uses colour to represent common characteristics of an area (e.g., the same provincial, territorial, and/or national
area, the same physical landforms, similar temperatures, settlement by a particular group)
• uses symbols to represent places on print and digital maps (e.g., a dot to represent cities, a square with a flag to
represent a school)
• uses labels with different font sizes and styles to indicate hierarchy of cities, countries, continents
• uses colour and contour lines to show elevation
• uses lines (e.g., isotherms, isobars) to
connect places with common physical
characteristics
• uses proportional representation for
symbols (e.g., size of flow arrows, size of
populations circles)
• determines and uses appropriate intervals
for data to communicate intended
messages
• uses appropriate
elements of
a legend to
communicate
intended
messages
Direction • uses relative direction (e.g., right, left, in front, behind) to explain location and movement
• uses cardinal compass points (i.e., N, S, E, W) to provide direction
547
548
Appendix C

1. MAP AND GLOBE SKILLS (continued)

A. Map Elements (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Direction (continued) • uses intermediate cardinal compass points (i.e., NE, NW, SE, SW) to provide direction
• is able to orient a map
• makes connections
between degree
bearings and
cardinal compass
points to provide
direction
Scale • uses non-standard units of measurement (e.g., footprints, blocks, houses)
• uses relative distance (e.g., near, far, further) to describe measurement
• uses standard units (e.g., metre, kilometre) to measure distance
• uses absolute distance (e.g., measures distance on a map, uses a measuring tool on a digital map)
• uses large- to small-scale maps, as
appropriate, to investigate a specific area
• determines
appropriate scale
and intervals to
communicate
intended messages
Location • uses relative location (e.g., near, far, up, down) to describe the location of a person or object
• locates hemispheres, poles, and the equator on a map or globe
• uses number and letter grids to locate something on a map
• uses latitude and longitude to locate something on a map or globe
• understands time zones
• uses locational technologies (e.g., compass, GPS)
 1. MAP AND GLOBE SKILLS (continued)
B. Spatial Representation
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
Map types (e.g., • extracts information from and creates sketch maps (e.g., showing a local neighbourhood, the layout of a classroom)
sketch, thematic, • creates 2D maps of familiar surroundings
topographic) • creates 3D models using blocks and toys
• extracts information from, analyses, and creates thematic maps, including the following:
− political (e.g., Canada’s political regions, countries of the world)
− physical (e.g., climate, landforms)
− historical (e.g., settlement patterns)
− land use (e.g., community features)
• extracts information from, analyses, and creates digital maps (e.g., online interactive)
• extracts information from, analyses, and creates thematic maps, including the following:
− demographic (e.g., population distribution)
− flow (e.g., movement of people)
− issue-based (e.g., pollution or poverty in Canada)
− annotated (e.g., illustrating an aspect of student inquiry)
• extracts information from, analyses, and creates increasingly
complex thematic maps, including the following:
− demographic (e.g., population density, literacy rates)
− physical (e.g., frequency of natural events)
• extracts information from and analyses topographic maps
• extracts information from, analyses, and
creates increasingly complex thematic
maps, including the following:
issue-based maps layering two or more
themes (e.g., population density and
CO2 emissions; population settlement
and weather events)
549
550
Appendix C

1. MAP AND GLOBE SKILLS (continued)

B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Map types (e.g., • uses and creates
sketch, thematic, appropriate types
topographic) of maps to analyse
(continued) data and
communicate
intended messages
Image types • extracts information from and analyses photographs of familiar places and sites (e.g., schoolyard, local community)
• extracts information from and analyses the following images:
− photographs of unfamiliar places and sites
− aerial images (e.g., satellite images, photographs taken from a plane)
• extracts information from and analyses
remote sensing images (e.g., showing
urban growth, water pollution, vegetation
disease)
• extracts
information/data
from various
image types
• uses various
image types to
communicate
intended messages
Geographic • selects and uses appropriate base maps for chosen locations and
information for specific inquiry
systems (GIS) • uses pre-selected layer content required for inquiry
• interprets and analyses information from layers placed on map
 1. MAP AND GLOBE SKILLS (continued)
B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Geographic • chooses the appropriate data to create a
information map for a specific purpose
systems (GIS) • determines and selects layer content
(continued) required for a specific inquiry
• interprets and analyses a GIS generated map
• uses a GIS generated map to communicate
ideas and recommendations
• generates data
from various
sources (e.g., GPS,
statistics, surveys)
• creates layers
relevant to a
specific inquiry
• applies GIS to solve
problems and make
recommendations
Plan types • analyses land-use plans (e.g., community
and regional plans, official site plans)
• extracts and
analyses
information/data
from various plan
types
• uses various
plan types to
communicate
intended messages
551
552
Appendix C

1. MAP AND GLOBE SKILLS (continued)

B. Spatial Representation (continued)
CATEGORY Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
Globes • locates key reference points (e.g., poles, equator)
• identifies hemispheres
• locates selected countries and cities
Projections and • understands the distortions in various map
map perspectives projections (e.g., Mercator, Peters,
Lambert)
• uses various
projections to
communicate
intended messages
about data and
information
 2. GRAPHING SKILLS
Grade 1 Grades 2–3 Grades 4–6 Grades 7–8 Grade 9 Grades 11–12
The student:
• extracts information from, analyses, and creates:
− pictographs
− tallies
• extracts information from, analyses, and creates:
− bar graphs
− line graphs
• extracts information from, analyses, and creates:
− double bar graphs
− multiple line graphs
− climate graphs
• uses computer technology (e.g., graphing software and online programs) to create graphs
• extracts information from, analyses, and creates:
− scatter graphs
− population pyramids
− circle graphs
− stacked bar graphs
− cross-sectional profiles
• uses appropriate
graphs to
communicate
data, make
recommendations,
and solve problems
553
 GLOSSARY
The definitions provided in this glossary are specific to the curriculum context in which the terms are used.

Note: The definitions of terms marked with an asterisk (*) are reproduced with the permission of the
Minister of Public Works and Government Services Canada, 2012. Courtesy of the Department of
Canadian Heritage.

abolitionism. The movement to end slavery. alternative energy source. An alternative to such
conventional energy sources as fossil fuels and
absolute location. The location of a point on nuclear power. Common alternative energy
Earth’s surface that can be expressed by a grid sources include solar, wind, hydrogen, fuel cell,
reference (e.g., by latitude and longitude). and tidal power.

Acadians. Early French settlers in Acadia, which annotated map. A map that includes a collection
comprised today’s Maritime provinces and of notes about a specific location or an event that
parts of eastern Quebec, or descendants of these happened at a specific location. See also map.
settlers, especially ones living in the Maritimes
or in Louisiana (Cajuns). antisemitism. Hostility towards or prejudice
against Jews.
acid precipitation. Any form of precipitation,
including rain, fog, and snow, that is more aquifer. A large, natural reservoir underground.
acidic than normal. Acid precipitation is
determined by its pH level; the lower the pH, arable land. Land that can be used for growing
the more acidic and damaging it is. crops. It is rich in nutrients, has a fresh water
supply, and is located in a suitable climate.
Act of Union. British legislation, which took
effect in 1841, uniting Upper Canada and Lower artefact. An item (e.g., a tool, weapon, house-
Canada to create the colony of the Province of hold utensil, etc.) made by people in the past
Canada. The province comprised Canada West and now used as historical evidence.
(now southern Ontario) and Canada East (now
Assembly of First Nations (AFN). A national
southern Quebec).
representative organization of the First Nations
advocacy group. See stakeholder. in Canada. Formerly known as the National
Indian Brotherhood, it became the Assembly
aggregate. A coarse material that includes of First Nations in 1982. Each band council in
gravel, crushed stone, and sand. The major the country elects a chief to participate in an
component in concrete and asphalt, it is generally annual general assembly of the AFN. A national
used in construction and is the most heavily chief is elected every three years by the Chiefs-
mined material in the world. in-Assembly.

555
 atmosphere. A gaseous mass of air surrounding black market. Economic activity outside of the
a celestial body, such as Earth. legal government-regulated system; the illegal
buying and selling of goods, services, and/or
band. Defined by the Indian Act, in part, as currencies.
“a body of Indians … for whose use and benefit
in common, lands … have been set apart”. Each boreal forest. A zone dominated by coniferous
band has its own governing band council, usually trees. Canada’s largest biome, occupying
consisting of a chief and several councillors. The 35 per cent of the total Canadian land area
members of the band usually share common and 77 per cent of Canada’s total forest land,
values, traditions, and practices rooted in their is boreal forest.
language and ancestral heritage. Today, many
bands prefer to be known as First Nations. See branch plant. Historically, a factory or office
also First Nations. established in Canada by an American parent
company whose head office remained in the
band councils. See band. United States. Branch plants were created
primarily to avoid tariffs. See also multinational
Basel Convention. The Basel Convention on corporation.
the Control of Transboundary Movements
of Hazardous Wastes and Their Disposal is a branches of government. In Canada, the three
United Nations convention, adopted in 1989, branches – executive, legislative, and judicial –
to protect human health and the environment that make up the federal and provincial
against adverse effects of hazardous waste governments. See also executive branch;
by reducing hazardous waste generation and judicial branch; legislative branch.
restricting and regulating its cross-border
movement. built environment. Features of the human
environment that were created or altered by
bias. An opinion, preference, prejudice, or people (e.g., cities, transportation systems,
inclination that limits an individual’s or group’s buildings, parks, recreational facilities, landfill
ability to make fair, objective, or accurate sites). See also human environment.
judgements.
bylaw. A law or rule passed by a municipal
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

bioaccumulation. The process by which chemicals council and applicable to that municipality.
(e.g., mercury, chemicals from pesticides) collect
in organisms in progressively higher concentra- Canadian Charter of Rights and Freedoms. A
tions towards the top of the food chain. part of the Constitution Act, 1982, the Charter
guarantees Canadians fundamental freedoms
biodiversity. The variety of species (types) of as well as various rights, including democratic,
organisms at all levels of classification in an mobility, legal, and equality rights. It recognizes
ecosystem, and the variety of ecosystems, globally the multicultural heritage of Canadians, and
or within a specific geographic region. See also protects official language rights and the rights
ecosystem. of Aboriginal Canadians.

biosphere. The portion of Earth (air, land, water) Canadian Shield. A vast landform region
that supports living organisms. that extends from the Great Lakes and the
St. Lawrence River to the Arctic Ocean, covering
birth rate. The number of live births per thousand almost half of Canada. It is characterized by
people in one year. Precambrian rock that is rich in minerals.

556
carbon offset. A way in which an emitter of citizenship. An understanding of the rights
greenhouse gases can prevent its emissions of citizens within various communities (local,
from increasing atmospheric greenhouse gas national, and global), and of the roles, respon-
concentrations by paying someone else to sibilities, and actions associated with these
reduce, avoid, or absorb an equal quantity rights.
of emissions.
civics. A branch of politics that focuses on the
cardinal directions. The four major points of the rights and responsibilities of citizenship. See
compass – N, S, E, and W. Cardinal directions also citizenship.
can be subdivided into intermediate directions –
NE, SE, NW, SW. Cardinal and intermediate climate. The average weather conditions of an
directions are elements of mapping. area over an extended period of time. See also
weather.
census metropolitan area (CMA). A statistical
area classification, a CMA consists of one or climate change. A significant change in the
more neighbouring municipalities situated average state of Earth’s climate that persists
around a major urban core. A CMA must have for several decades or more. It can be caused
a total population of at least 100,000, of which either by natural factors or by human activities
50,000 or more live in the urban core. As of 2011, that alter the composition of the atmosphere or
there were 33 CMAs in Canada, which range in change major characteristics of the land surface,
size from Toronto (the largest) to Peterborough as when forests are replaced by farmland. Climate
(the smallest). change can affect a number of weather charac-
teristics, such as temperature, precipitation, and
chief. One of many types of leaders, informal wind patterns, as well as the occurrence of severe
and formal, in First Nations, Métis, and Inuit weather.
societies, governments, and traditional govern-
ance structures, past and present. Currently, climate graph. A graph that combines average
under the Indian Act, there is an imposed monthly temperature (presented as a line graph)
governing system on reserves requiring each and precipitation data (presented as a bar graph)
band to elect a chief and up to 12 councillors for a particular place.
for a term of two years. See also Indian Act.
clustered settlement pattern. A closely spaced
Chinese Immigration Act (1885). An act that, grouping of houses, towns, or villages.
in an effort to limit Chinese immigration, placed
colonization. A practice of domination that
a head tax of $50 on all Chinese immigrants
involves the political, economic, and/or cultural
entering Canada. The tax was raised to $100
subjugation of one people by another.
in 1900 and $500 in 1903.
command economy. An economic system in
choropleth map. A map in which graded colours
which the government owns and controls all
are used to illustrate the average values for or
facets of the economy. See also economic system.
quantities of something (e.g., population density,
quality of life indicators, fresh water resources) commodity. A good or service purchased or
in specific areas. See also map. used by consumers.

citizen. An inhabitant of a city, town, or country; common good. The well-being of all or most of
also, a person who is legally entitled to exercise the people in a community or society as well as
the rights and freedoms of the country in which of components of the natural environment.
he or she lives. Factors such as peace, justice, economic fairness,
GLOSSARY

and respect for human rights and the environ-

ment contribute to the common good.

557
 community/communities. A group of people who Crown corporations.* Corporations in which the
have shared histories, culture, beliefs, and/or government, be it at the national or provincial
values. Communities can also be identified on level, has total or majority ownership. Organized
the basis of shared space, ethnicity, religion, and/ on the pattern of private enterprises, they have
or socio-economic status. A person may belong a mandate to provide specific goods and/or
to more than one community (e.g., a school services.
community, town, ethnic group, nation, etc.).
Crown land.* Land belonging to the government,
Confederation. The federal union, in 1867, whether in the national or provincial jurisdiction.
of British North American colonies into the
Dominion of Canada. culture. The customary beliefs, values, social
forms, and material traits of an ethnic, religious,
constitution.* A set of rules that define the or social group.
political principles, the institutions, the powers,
and the responsibilities of a state. The Canadian death rate. The number of deaths per thousand
Constitution is made up of three elements: written people in one year.
constitution, legislation, and unwritten constitu-
deforestation. The destruction and removal
tion (rules of common law and conventions).
of a forest and its undergrowth by natural or
See also Canadian Charter of Rights and
human means.
Freedoms; constitutional convention.
democracy. A form of government in which
constitutional convention.* Well-established
laws are made by a direct vote of the citizens
customs or practices that have evolved over
(direct democracy) or by representatives on
time and are integral aspects of the Canadian
their behalf (indirect democracy). In an indirect,
system of government even though they are not
or representative, democracy such as Canada,
specifically mentioned in the Constitution. See
elected representatives vote on behalf of their
also constitution.
constituents.
constitutional monarchy.* A form of government
demographics. Statistics describing the charac-
in which executive (Crown) powers are exercised
teristics of an area’s population, including those
by or on behalf of the sovereign and on the basis
relating to age, sex, income, and education.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of ministerial advice. Canada is a constitutional

monarchy. desertification. The process by which arable
land becomes desert, as a result of factors
consumerism. An ideology that encourages people
such as a decline in average rainfall over time,
to acquire goods and services in increasing
deforestation, and/or poor agricultural practices.
amounts.
digital footprint. A trail of information a person
Corn Laws. Nineteenth-century British laws
leaves when using digital devices. It enables third
that set duties on grain imported from outside
parties to access data such as an individual’s
the British Empire. Farmers in colonial Canada
Internet Protocol (IP) address, the Internet sites
benefited from preferential duties until the
that person has visited, and comments he or she
repeal of the Corn Laws in the 1840s.
has made.
coureurs de bois. French fur traders in New
digital representations. Computer-based
France who lived on the frontier rather than in
representations of the world in which spatial
formal settlements, they were the middlemen
characteristics are represented in either 2D or
in the fur trade between French merchants and
3D format. These representations can be accessed
First Nations trappers.
and applied using online mapping software or
interactive atlases.

558
disparity. The unequal distribution of funds, ecosystem. A self-regulating system, created by
food, or other commodities or resources among the interaction between living organisms and
groups, regions, or nations. Indicators of economic their environment, through which energy and
wealth are often used when assessing disparity. materials are transferred.

diversity. The presence of a wide range of ecotourism. Travel to fragile or pristine areas,
human qualities and attributes within a group, often seen as low impact and as an alternative
organization, or society. The dimensions of to standard commercial travel.
diversity include, but are not limited to, ancestry,
culture, ethnicity, gender identity, language, ecumene. A space on Earth’s surface that is
physical and intellectual ability, race, religion, sex, occupied by permanent human settlement.
sexual orientation, and socio-economic status.
Elder. A man or woman whose wisdom about
doubling time. The length of time it takes for a spirituality, culture, and life is recognized and
given population to double. It is often used to affirmed by the community. Not all Elders are
measure a country’s population growth rate. “old”. The Aboriginal community and individuals
will normally seek the advice and assistance
drainage basin. The area drained by a river of Elders on various traditional, as well as
system. contemporary, issues.

ecological footprint. The impact of human elevation. The height of something above a
activities on the environment, measured in reference level, especially above sea level.
terms of biologically productive land and water
that is used to produce the goods people consume emigration. The act of leaving one country or
and to assimilate the waste they generate. An region to settle in another.
ecological footprint can be calculated at the
enemy aliens. People residing in one country
individual, community, national, or global level.
who are citizens of another state that is at war
economic indicator. A statistical measure that with their country of residence. In Canada, the
gives an indication of the performance of and majority of people classified as enemy aliens
trends in an economy. during World War I were of Ukrainian descent;
they were either interned or forced to carry
economic sector. A segment of the economy that identity papers and report regularly to the
is characterized by similar types of activities, police. In World War II, the majority of people
products, and/or services (e.g., by resource classified as enemy aliens were of Japanese
extraction, manufacturing, etc.). See also descent; many Japanese Canadians were rounded
knowledge-based industries; manufacturing up and sent to camps and had their property
sector; primary industries; service-based confiscated.
industries.
entrepreneur. A person who organizes, operates,
economic system. The way in which a particular and assumes the risk for a business venture.
society produces, distributes, and consumes
various goods and services. See also command environment. Everything, both natural and
economy; market economy; mixed economy; human-made, that surrounds us.
traditional economy.
equality. A condition in which all people are
economy. The system of production and con- treated the same way, regardless of individual
sumption of various commodities and services differences. See also equity.
in a community, region, or country, or globally.
GLOSSARY

equator. Latitude zero degrees; an imaginary

line running east and west around the globe and
dividing it into two equal parts.

559
 equity. Fair, inclusive, and respectful treatment Fenians. Irish Americans who were part of a
of all people. Equity does not mean treating all secret revolutionary organization, formed in 1857,
people the same, without regard for individual dedicated to the overthrow of British rule in
differences. See also equality. Ireland. They conducted a series of raids from
the United States into Canada between 1866
erosion. The wearing down and carrying away and 1870.
of material from exposed surfaces by water,
wind, or ice. fertility rate. The average number of live births
for a woman in her childbearing years in the
ethnicity. The shared national, ethnocultural, population of a specific area.
racial, linguistic, and/or religious heritage or
background of a group of people, whether or feudalism. A political and economic system
not they live in their country of origin. under which the monarch grants land (a fief)
to the nobility (lords) in exchange for homage
evidence, law of. The body of regulations and military service; serfs (tenant farmers) are
governing statements and other information obliged to work the land in exchange for military
intended to prove or disprove an alleged fact protection, providing the lord with homage,
before a court. In Canada, the law of evidence services, and a portion of the harvest. In the
falls under both federal and provincial legislation Middle Ages, many countries in Europe and
and is also affected by common law decisions. Asia were feudal societies. See also seigneurial
system.
executive branch.* The branch of government
that carries out the law; the cabinet and ruling field study. A hands-on learning experience in
government that sit in the elected chamber the outdoors. Field studies can be open ended
(House of Commons/Legislature). Also referred or organized for a specific purpose or inquiry.
to as “the Queen in Council”. See also branches
of government; judicial branch; legislative Filles du Roi. About 800 women sent to the colony
branch. of New France by the French government in the
latter half of the seventeenth century, to provide
factors of production. Economic inputs – land, wives for male settlers, thus helping to ensure
labour, capital, and entrepreneurship – utilized the permanence and stability of the colony.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

in the production process.

firm. Any business, including sole proprietorships,
fair trade. An approach to international trade, partnerships, or corporations.
with the goal of social and environmental sus-
tainability and fair compensation to producers. First Nations. The term used to refer to the
original inhabitants of Canada, except the Inuit.
federal legislation/federal statutes. Laws (acts) A term that came into common usage in the 1970s
that are created and passed by the Parliament to replace the word “Indian”, which many found
of Canada. Provincial legislation/statutes are offensive. The term “First Nation” has been
created and passed by provincial legislatures. adopted to replace the word “band” in the
names of communities. See also band.
federal system. A system of government in which
several political jurisdictions form a unity but first past the post. See single member plurality.
retain autonomy in defined areas. The central
or national government is called the federal flow map. A map that shows the movement of
government. Canada has a federal system of objects or people from one location to another.
government. See also map.

560
flow resource. A resource that is neither renewable globalization. A process, accelerated by modern
nor non-renewable, but must be used when communications technology, that multiplies and
and where it occurs (e.g., running water, wind, strengthens the economic, cultural, and financial
sunlight). interconnections among many regions of the
world.
forensic evidence. Scientific evidence, such as the
result of blood tests, DNA analysis, or ballistic global positioning system (GPS). A navigation
analysis, that can be used in court. and positioning system that uses satellites and
receivers to provide highly accurate location
fossil fuel. A non-renewable energy source that coordinates for positions on or above Earth’s
is formed from the remains of ancient plants surface. See also spatial technologies.
and animals (e.g., coal, natural gas, petroleum).
See also non-renewable resource. governor general.* The personal representative of
the Queen, who acts on her behalf in performing
free trade. Trade, including international and certain duties and responsibilities in the federal
interprovincial trade, where tariffs are not jurisdiction.
applied to imports, and exports are not
subsidized. Great Lakes–St. Lawrence Lowlands. The area
that surrounds the lower Great Lakes and the
Fujita scale. Also knows as the Fujita-Pearson St. Lawrence River, including the most densely
scale or the F-scale, a scale used to measure the populated portions of Ontario and Quebec. This
intensity of a tornado based on the amount of area of gently rolling hills and flat plains provides
damage it has caused. The scale ranges from an excellent physical base for agriculture and
an F0, the lowest intensity, to F5, the highest. settlement and is often described as the country’s
heartland.
genocide. The planned, systematic destruction
of a national, racial, political, religious, or ethnic grey market. Trade in goods and/or services
group. that is legal but occurs outside of authorized
or official trading channels.
geodetic datum/geodetic system. A coordinate
system and a set of reference points used to locate grid. A pattern of lines on a chart or map, such
places on Earth. as those representing latitude and longitude,
which helps determine absolute location and
geographic information system (GIS). A
assists in the analysis of distribution patterns.
technological system that allows for the digital
The term also refers to a coordinate plane that
manipulation of spatial data, such as those
contains an x-axis (horizontal) and a y-axis
relating to land use, physical features, and the
(vertical) and is used to describe the location
impact of disasters. Users of GIS can input data
of a point.
and create and analyse tables, maps, and graphs
in order to solve problems relating to a specific gross domestic product (GDP). The value of
area of land and/or water. See also spatial all the goods and services produced in a country
technologies. in one year.

global commons. Earth’s resources, such as the groundwater. Water below the surface of the
oceans or the atmosphere, that have no political land. Often an aquifer, groundwater can also
boundaries because they are part of systems take the form of underground streams or lakes
that circulate throughout the world. or be held in pores in the soil. Groundwater is
constantly in motion as part of the hydrological
cycle. See also aquifer.
GLOSSARY

561
 habitant. A French colonist in New France, I=PAT. A formula used to measure the impact (I)
particularly a rural settler or peasant. on the environment of three factors – population
(P), affluence (A), and technology (T).
habitat. The place where an organism lives and
that provides it with the food, water, shelter, identity. How one sees oneself within various
and space it needs to survive. communities, local to global.

heritage. The legacy passed down from previous identity theft. The criminal act of obtaining and
generations, including cultural traditions, art, using the personal and financial information of
literature, and buildings. another person without his or her consent.

hierarchy. A system in which groups or individ- ideology. A set of related beliefs, ideas, and
uals are ranked above or below one another. attitudes that characterizes the thinking of
a particular group or society.
historiography. The study of historical method-
ologies and the schools of thought within the immigration. The act of coming to a different
discipline of history; the history of historical country or region in order to take up permanent
writing on a specific topic. residence.

Holocaust. The systematic, state-sponsored imperialism. The policy of extending the authority
persecution and annihilation of European Jewry of one country over others by territorial acquisi-
by the Nazis and their collaborators between tion or by establishing economic and political
1933 and 1945. control over the other nations.

Holodomor. A famine in Ukraine in 1932–33, Indian. Under the Indian Act, “a person who
engineered by the Soviet government under pursuant to this Act is registered as an Indian
Stalin, during which millions of Ukrainians or is entitled to be registered as an Indian”.
starved to death. Outside this specific legal meaning, the term is
often seen as outdated and offensive, and the
House of Commons. See legislature; Parliament term “First Nation” is preferred. See also First
of Canada. Nations.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Human Development Index. The results of an Indian Act. Federal legislation that regulates
annual ranking of countries with respect to life Indians and reserves and sets out certain federal
expectancy, educational achievement, standard government powers and responsibilities towards
of living, and other measures of development. First Nations and their reserved lands. The first
Indian Act was passed in 1876. Since then, the
human environment. The built features of an
act has undergone numerous amendments,
area and the interactions among these features
revisions, and re-enactments. See also Indian.
and/or between these features and the natural
environment. See also built environment. indigenous species. A native species – one that
originates or naturally occurs in an area.
human rights. Rights that recognize the dignity
and worth of every person, and provide for equal industrialization. The development of industry,
rights and opportunities without discrimination, primarily manufacturing, on a very wide scale.
regardless of race, ancestry, place of origin, colour,
ethnic origin, citizenship, creed, sex, sexual industrial society. A society whose economy is
orientation, age, marital status, family status, based predominantly on large-scale production
disability, or other similar factors. using technology and power-driven machinery
and that is characterized by broad divisions of
hydrosphere. The collective mass of water found labour.
on, under, and over the surface of the earth.

562
infant mortality rate. The death rate of children issue. A topic or question of concern on which
between birth and one year of age in a given people may take different points of view.
area, expressed per 1,000 live births.
judicial branch.* The branch of government that
infographic. A graphic visual representation of interprets the law – in other words, the courts.
information and/or data. It is usually an image Also referred to as “the Queen in Banco” or
with accompanying information or data. “the Queen on the Bench”. See also branches
of government; executive branch; legislative
infrastructure. The networks of transportation, branch.
communications, education, and other public
services that are required to sustain economic judicial discretion. The power the law gives
and societal activities. a court or a judge to choose between two or
more lawful alternatives or to make decisions
interest group. See stakeholder. based on fairness or a weighing of the facts
and circumstances.
intergovernmental organization. An agency
established by a formal agreement between judicial independence. The concept that the
member national governments (e.g., the United judicial branch must decide cases based on their
Nations, the Commonwealth). merits, free from interference from other sources,
including other branches of government. In
intermediate directions. See cardinal directions.
Canada, judicial independence is entrenched
International Court of Justice (ICJ). Established in the Constitution.
under the United Nations Charter in 1945, the
knowledge-based industries. The part of the
ICJ is the primary judicial organ of the UN. It
economy that is knowledge-based, such as
settles disputes brought to it by states and gives
government, scientific research, education, and
opinions on legal questions submitted to it by
information technology. Also referred to as the
UN or other agencies.
quaternary sector. See also economic sector.
International Criminal Court (ICC). A perma-
Komagata Maru. A ship that arrived in Vancouver
nent, treaty-based, international criminal court
in May 1914 carrying 376 Indian citizens, all of
established in 2002 to help end impunity for the
whom were British subjects, seeking entry into
perpetrators of the most serious crimes of concern
Canada. The passengers were met with hostility,
to the international community, including war
and most were not permitted to disembark. After
crimes and genocide. Unlike the ICJ, the ICC is
attempts to challenge Canada’s exclusionist
not part of the United Nations system.
immigration policy proved unsuccessful, the ship
internment. In the context of Canadian history, and its passengers, which had been detained in
the detention, confinement, or incarceration of port for two months, were sent back to India.
people, often enemy aliens, under the federal
Kyoto Protocol. An international agreement
War Measures Act. See also enemy aliens; War
created under the United Nations Framework
Measures Act.
Convention on Climate Change (UNFCCC) in
Inuit. Aboriginal people in northern Canada, Kyoto, Japan, in 1997, this protocol committed
living mainly in Nunavut, the Northwest major industrial nations to reducing their annual
Territories, northern Quebec, and Labrador. carbon emissions to below 1990 levels, while
Ontario has a very small Inuit population. providing financial supports to developing
The Inuit are not covered by the Indian Act. nations to encourage them to eventually follow
suit. Canada ratified the accord in 2002 but
GLOSSARY

invasive species. An organism, plant, animal, announce its withdrawal from it in 2011.
fungus, or bacterium that is not native to a
region and has negative effects on the new
environment.
563
 labour union. A group of workers who have legislative branch.* The branch of government
come together to pursue common goals, such that makes the laws – the Parliament of Canada
as better working conditions. Union leaders and provincial and territorial legislatures. Also
bargain with employers and negotiate labour referred to as “the Queen in Parliament”. See
contracts. also branches of government; executive branch;
judicial branch.
land claims. A First Nation, Métis, or Inuit
assertion of rights over lands and resources, legislature.* The federal legislature (Parliament
and of self-government, which can also concern of Canada) consists of the Queen, the Senate,
Aboriginal and treaty title and rights. When and the House of Commons. The provincial
resolved, the final agreements often outline legislatures consist of the lieutenant governor
rights, responsibilities, and/or benefits. and the elected house. See also Parliament of
Canada.
landfill. A method of waste disposal, in which
solid waste is collected and transferred to a set LGBT. The initialism used to refer to lesbian, gay,
location, where it is buried. In Canada, there are bisexual, and transgender people. A broader
provincial regulations governing landfill sites, range of identities is also sometimes implied
with the goal of minimizing their impact on by this initialism, or they may be represented
health and the environment. more explicitly by LGBTTIQ, which stands for
lesbian, gay, bisexual, transgender, transsexual or
landform. A natural physical feature of a land two-spirited, intersex, and queer or questioning.
surface (e.g., a mountain, plateau, valley, plain).
life expectancy. The average number of years
land grant. Land that is given to individuals that a person is expected to live. Life expectancy
or groups by a government or other governing varies by historical period, gender, region, and
body. other factors.

land reclamation. The creation of “new” land linear settlement pattern. A narrow grouping
from existing riverbeds or seas. Also, the of houses or settlements whose placement is
reclamation or rehabilitation of land that determined by features such as a river, road,
was previously disturbed, often by resource or valley.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

extraction. See also rehabilitation.

lines (mapping). Lines are used in mapping,
land use. Ways in which land is used by people including GIS, to represent linear features such
(e.g., for commercial, industrial, residential, as roads, railways, rivers, shipping lines, flight
transportation, or recreational purposes). In paths, and topography.
mapping, different land uses are conventionally
represented by specific colours. liquefaction. A natural phenomenon that occurs
when soil particles that are partially saturated
latitude. The distance north and south of the lose their strength and flows like liquid, usually
equator, measured in degrees. See also equator. as a result of shaking during an earthquake.
Liquefaction is responsible for a great deal of
laws. Formal rules and regulations governing
the damage that has been caused by earthquakes
a community’s affairs that are enforced by a
around the world.
political authority and judicial decisions.
literacy rate. The percentage of the adult
League of Indians of Canada. An organization
population who can read and write.
established in 1919 to lobby for First Nations
rights in Canada. lithosphere. The solid upper layer of Earth,
consisting of the crust and upper mantle.
legend. An explanatory description or key to
features on a map or chart.

564
longitude. The distance east and west of the matriarchy. A social system in which women
prime meridian, measured in degrees. See also are the heads of families and descent is traced
prime meridian. through the maternal line; also, a society that is
governed by women or in which women have
Loyalists. Those people in the American colonies the greatest political power.
who declared their loyalty to Britain before the
conclusion of the American Revolution (1775–83) medieval. The historical period from roughly
and emigrated elsewhere, the Maritimes and the fifth to the fourteenth century; the Middle
present-day Ontario and Quebec being common Ages.
destinations.
megaproject. A large-scale investment project,
macroeconomics. The branch of economics usually costing more than $1 billion.
that focuses on the structure, behaviour, and
performance of the economy as a whole (e.g., Métis. People of mixed First Nations and
gross domestic product, economic growth, rates European ancestry. Métis history and culture
of unemployment). draws on diverse ancestral origins, such as
Scottish, Irish, French, Ojibwe, and Cree.
Magna Carta. The Magna Carta (the Great
Charter), which became law in 1215, is considered microeconomics. The branch of economics that
to be the foundation for British common law. focuses on the economic decisions of individuals
With its establishment of the rule of law and and businesses (e.g., with respect to setting prices
guarantee of due process, it has guided the or allocating resources).
fundamental principles of common law around
migration. The permanent shift of people
the world, including Canada and the United
from one country, region, or place to another
States.
for economic, political, environmental, religious,
Manifest Destiny. The nineteenth-century or other reasons. Also, the movement, often
doctrine that the United States had the right seasonal, of animals from one area to another
and duty to expand throughout North America. (e.g., for food or breeding or because of loss
of habitat).
manufacturing. The process of making goods,
either by machine or by hand. mixed economy. An economic system in which
both the private sector and the government
manufacturing sector. Industries that convert have control of and a say in the economy. It is a
raw materials into finished industrial products combination of command and market economic
(e.g., the auto industry). Also referred to as the systems.
secondary sector or secondary industries. See
also economic sector. Montreal Protocol. The Montreal Protocol
on Substances That Deplete the Ozone Layer,
map. A visual representation of natural and/or which came into force in 1989, was designed
human characteristics. Maps can be used in to reduce the production and consumption of
various forms – print, digital, and online inter- ozone-depleting substances in order to protect
active – and may be annotated with textboxes Earth’s ozone layer.
to provide more information. See also annotated
map; choropleth map; flow map; thematic map; multiculturalism. The acceptance of cultural
topographic map. pluralism as a positive and distinctive feature of
society. In Canada, multiculturalism is govern-
market economy. An economic system in which ment policy, and includes initiatives at all levels
privately owned corporations control the pro- of government to support cultural pluralism.
GLOSSARY

duction and distribution of most goods and

services. See also economic system.

565
 multinational corporation/transnational natural phenomena. Physical processes and
corporation. A corporation that has its head- events pertaining to things such as weather,
quarters in one country and manages production wave action, soil build-up, or plant growth.
or delivers services in other countries.
natural resource. Something found in nature
municipal government. In Canada, one of the that people find useful or valuable. See also flow
levels of government below that of the provinces. resource; non-renewable resource; renewable
The constitution gives the provinces jurisdiction resource.
over municipal affairs.
non-governmental organization (NGO). An
municipal region. A local area that has been organization that operates independently of
incorporated for the purpose of self-government. governments, typically providing a social or
public service (e.g., Doctors without Borders,
NAFTA. See North American Free Trade Free the Children, Nature Conservancy).
Agreement.
non-renewable resource. A resource that is limited
National Aboriginal Day. A day, June 21, and cannot be replaced once it is used up (e.g.,
proclaimed by the federal government in coal, oil, natural gas).
recognition of the contributions of First Nations,
Métis, and Inuit to the development of Canada. NORAD. See North American Air Defense
Command.
nationalism. The ideology that promotes
devotion to the collective interests and cultural North American Air Defense Command
identity of a nation. (NORAD). A joint Canadian-American organiza-
tion established in 1958 to monitor and defend
National Policy. When capitalized, the term refers airspace and to issue warnings regarding
to the economic policy of John A. Macdonald’s threats to North America from missiles and
government, which in 1879 implemented tariffs other aerospace weapons. Later renamed the
to protect Canadian manufacturing. In a more North American Aerospace Defense Command.
general sense (i.e., when the term is lower cased),
it refers not only to tariffs but also to the goals North American Free Trade Agreement
of fostering western settlement and building the (NAFTA). A trade agreement between Canada,
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

transcontinental railway. the United States, and Mexico that became

law in 1993. The main purpose of NAFTA is
NATO. See North Atlantic Treaty Organization. to facilitate and increase trade among the three
countries.
natural disaster. A catastrophic event caused by
Earth’s physical processes that affects human North Atlantic Treaty Organization (NATO). A
settlement. Examples include the North American political and military alliance among 28 European
ice storm of 1998, the Indian Ocean tsunami and North American nations, including Canada,
of 2004, and Hurricane Sandy in 2012. See also whose primary goal is the collective defence
natural hazard. of its members and peace in the North Atlantic
region.
natural hazard. A natural event or feature,
created by Earth’s natural processes, that poses opinion. A belief or conclusion held with
a threat to human safety. Examples of natural confidence but not substantiated by positive
hazards include blizzards and ice storms; earth- knowledge or proof.
quakes; floods; landslides; tornadoes, cyclones,
and hurricanes; tsunamis; icebergs; and volcanoes.
See also natural disaster.

566
opportunity cost. Benefits that a person loses as points (mapping). Individual marks on a map,
a result of choosing one alternative over another including GIS maps, that provide the location
(e.g., staying in school versus taking a job). of geographic features that can be represented
Opportunity costs are often, but not always, by a single point (e.g., a mountain peak, a city
economic. on a map of the world, washrooms on a trail,
point of interest on a road).
Parliament of Canada.* The supreme legislature
of Canada, consisting of the Queen (represented political region. A geographical area that shares
by the Governor General), the Senate, and the a government and has its own leaders and sets
House of Commons. of laws.

parliamentary democracy.* A British system polygons (mapping). Irregular 2D shapes used in

of government in which the executive (prime mapping, including GIS maps, to represent the
minister/premier and cabinet) sit in the elected boundaries of geographical features that cover
chamber (House of Commons/Legislature) and a particular area of Earth’s surface (e.g., lakes,
are accountable to the elected representatives of national park boundaries, buildings, or land
the people. Canada is a parliamentary democracy. uses). Polygons can show perimeters and area.

peacekeeping. Intervention, often by international population density. The average number of

forces (military, police, and/or civilian) in coun- people in a particular area, calculated by dividing
tries or regions that are experiencing conflict, the number of people by a unit of space (e.g.,
with the goal of maintaining peace and security per square kilometre).
and helping create a social and political environ-
ment that leads to lasting peace. International population distribution. The way in which a
peacekeeping missions are generally conducted population is spread across a geographical area.
under the auspices of the United Nations.
population pyramid. A horizontal bar graph
per capita income. The average amount of that indicates the number of people in different
money earned per person per year in a country age groups and the balance between males and
or region. females in the population. These graphs can be
used for a city, country, or other political region.
physical feature. An aspect of a place or area
that derives from the physical environment powwow. A spiritual and social gathering that
(e.g., water bodies – lakes, rivers, oceans, seas, takes place among First Nations and includes
swamps; landforms – mountains, valleys, hills, songs, dances, rituals, ceremonies, and/or
plateaus; soil types; vegetation). competitions. In Canada, powwows were
outlawed by the federal government from
physical region. A geographic area characterized the late nineteenth century until the 1950s.
by similar landforms, climate, soil, and vegetation.
premier. The head of a provincial or territorial
plate tectonics. The movement of the thin outer government in Canada.
layer of Earth’s crust on which the oceans and
continents rest. This movement, which is driven primary industries/primary sector. Industries
mainly by convection currents in material that harvest or extract raw materials or natural
beneath the crust, by gravity, and by Earth’s resources (e.g., agriculture, ranching, forestry,
rotation, results in the buckling (fold mountains), fishing, mining). See also economic sector.
tearing (earthquakes), and erupting (volcanoes)
prime meridian. Longitude zero degrees; an
of Earth’s surface. See also tectonic forces.
imaginary line running north and south, which
GLOSSARY

by international agreement runs through the

Royal Observatory at Greenwich, England. See
also longitude.

567
 prime minister. The head of the government in rebellion. Armed resistance against an established
a parliamentary democracy, including Canada. government.
The prime minister is the leader of the party that
is in power and that normally has the largest reciprocity. In Canadian and American history,
number of the seats in parliament. reciprocity refers to free trade between Canada
and the United States, including the Reciprocity
proportional representation. A voting system Treaty, signed in the 1850s.
in which the number of seats held by each party
is in proportion to the number of votes each refugee. A person who is forced to flee for
party received, rather than, as in a single member safety from political upheaval or war to a
plurality, the number of ridings won by each foreign country.
party. See also single member plurality; voting
region. An area of Earth having some character-
system.
istic or characteristics that distinguish it from
pull factors. In migration theory, the social, other areas.
political, economic, and environmental attractions
rehabilitation. A process in which people attempt
of new areas that draw people away from their
to restore land damaged by a natural event or
previous locations.
by human activity, such as primary industry, back
push factors. In migration theory, the social, to its natural state (e.g., an old quarry being
political, economic, and environmental forces turned into a park).
that drive people from their previous locations
remote sensing. The gathering of information
to search for new ones.
about Earth from a distance (e.g., through aerial
quality of life. Human well-being, as measured photographs or data collected by instruments
by social indicators, including education, environ- aboard satellites or aircraft).
mental well-being, health, and living standards.
renewable resource. A resource that can be
See also Human Development Index.
regenerated if used carefully (e.g., fish, timber).
quaternary sector. See knowledge-based
reserves. Lands set aside by the federal govern-
industries.
ment for the use and benefit of a specific band
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Quebec Act (1774). A British act that extended or First Nation. The Indian Act provides that
the rights of the French in Quebec, recognizing this land cannot be owned by individual band
the Roman Catholic religion and reinstating or First Nation members.
French civil law in the British colony.
residential schools. In Canada, federally funded,
Quiet Revolution. A period of rapid change that church-run educational institutions for First
occurred in Quebec in the 1960s. During these Nations, Inuit, and Métis children. These
years the church-based education system was schools were particularly numerous in the first
reformed, hydroelectric utilities were nationalized, half of the twentieth century, although some
the Quebec Pension Plan was created, and new continued into the 1990s. Aboriginal children
ministries for cultural affairs and federal/prov- were removed from their families and sent
incial relations were formed. to boarding (residential) schools as part of
a government policy of assimilation. Other
raster. A spatial data model in which pixels that countries, such as Australia and the United
contain an attribute value and location coordinates States, also subjected Aboriginal children to
are organized on a grid. Examples of raster data residential schools.
include digital aerial photographs, imagery from
satellites, digital pictures, and scanned maps. resource recovery. The extraction of resources
from materials that have been discarded (e.g.,
from recycled materials or mine tailings).

568
resources. The machines, workers, money, land, Saffir-Simpson scale. A scale used to measure
raw materials, and other things that can be used the sustained wind speed of a hurricane and to
to produce goods and services. estimates its potential damage. The scale runs
from category 1 to category 5, with category 5
responsible government.* A government that is hurricanes being the strongest.
responsible to the people, based on the principle
that governments must be responsible to the scale. On a map, the measurement that represents
representatives of the people. Responsible an actual distance on Earth’s surface. Scale
government was a key demand in the British can be indicated on a map by a ratio, a linear
North American colonies in the early nineteenth representation, or a statement.
century.
scarcity. A fundamental concept in economics,
revolution. The forcible overthrow of a political the issue of scarcity arises because resources
regime or social order. are limited but people’s wants and needs are
potentially unlimited. All economic decisions
Richter scale. A scale used to measure the need to take the scarcity of resources into account.
magnitude of – that is, the amount of energy
released by – an earthquake, based on information scattered settlement pattern. Settlement mainly
gathered by a seismograph. The Richter scale in rural areas where houses are scattered in no
is logarithmic, so that each whole number apparent pattern. The amount of space between
jumps signifies a tenfold increase. So a level 5 dwellings depends on the amount of land that
earthquake is ten times greater than a level 4 is required to grow enough food for the family
earthquake. living in each dwelling.

rights. Entitlements recognized and protected scatter graph. A graph in which data pairs
by law. are plotted on a coordinate plane or grid as
unconnected points. A scatter graph is useful
ring of fire. In Ontario, an area north of Thunder for showing correlation (i.e., the extent to which
Bay that contains large deposits of chromite one variable is related to another). See also grid.
and other valuable minerals. There is some
controversy as to how best to develop the secondary sector. See manufacturing sector.
deposits, with issues related to First Nations
rights and economic development as well as seigneurial system. A system in New France
the environment needing to be resolved. in which land (seigneuries) was granted to
nobles, the church, and military and civil officers,
Royal Proclamation of 1763. Issued to establish and was farmed by tenants (censitaires). The
the boundaries of and administration in British seigneurial system was based on the old feudal
North America following the Seven Years’ War, system. See also feudalism.
when New France and other French territory
was ceded to Britain. It established the constitu- Senate. See legislature; Parliament of Canada.
tional framework for the negotiation of treaties
senator. In federal politics, a member of the
with the Aboriginal inhabitants of large sections
Canadian Senate. Also, Senator: A part of the
of Canada. It also promoted the assimilation of
governance structure of the Métis Nation of
the French in Quebec.
Ontario, within which Senators are elected by
rule of law. The fundamental constitutional Métis communities. Highly respected for their
principle that no governments or persons are knowledge, values, and experience, Senators
above the law and that society is governed by provide an Elder’s presence at community
laws that apply fairly to all persons. events and meetings, and help keep Métis
GLOSSARY

culture alive by sharing Métis traditions and

ways of life.

569
 service-based industries. That part of the economy social welfare programs. Government programs
that provides services (e.g., banking, retailing, designed to help meet the personal, economic,
education) rather than products. Also referred emotional, and/or physical needs of citizens.
to as the tertiary sector. See also economic sector.
sovereignty. Independent control or authority
settlement pattern. The distribution and over a particular area or territory.
arrangement of individual buildings or of
rural and urban centres (e.g., clustered, linear, spatial technologies. Technologies that support
scattered). the use of geographic data. The data can be
represented in various forms, such as maps,
Seven Years’ War. The war fought between graphs, or photographs of a site. Examples
imperial rivals France and Great Britain in of spatial technologies include geographic
1756–63, which arose from conflict in North information systems (GIS), the global positioning
America two years earlier. The war ended with system (GPS), and remote sensing. See also
the Treaty of Paris, in which New France was geographic information system; global
ceded to Great Britain. positioning system; remote sensing.

single member plurality: A voting system in stakeholder. A person, group, or organization

which a country, province, or other entity is that has an interest in or concern about something.
divided into electoral districts (ridings), and
the person with the most votes in a district wins status Indian. See Indian.
the seat for his or her political party. Canada
stewardship. The concept that people’s decisions,
has a single member plurality system. See also
choices, and actions can have a positive impact,
proportional representation; voting system.
supporting a healthy environment that is essential
social enterprises. For-profit companies or for all life. A healthy environment supports
not-for-profit organizations that generate funds sustainable relationships among all of Earth’s
by selling goods and/or services in order to living and non-living things.
support social, cultural, and/or environmental
subsistence farming. A type of farming in which
goals.
livestock is raised and crops are cultivated for
local food and energy requirements rather than
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

social gospel. A movement, dating from the end

of the nineteenth century, in which Christian for sale.
ethics and ideas were applied to address social
suffragist. A person who campaigns for the
problems related to industrialization, including
extension of the right to vote (suffrage); a member
poverty, inequality, urban slums, and harsh
of the suffrage movement, particularly the
working conditions. Social gospellers in Canada
women’s suffrage movement.
advocated temperance and child welfare, among
other social reforms. sustainability. Living within the limits of
available resources. These resources may include
social justice. A concept based on the belief that
Earth’s natural resources and/or the economic
each individual and group within a given society
and human resources of a society. Sustainability
has a right to equal opportunity and civil liberties,
also implies equitable distribution of resources
and to exercise the social, educational, economic,
and benefits, which requires an understanding
institutional, and moral freedoms and respon-
of the interrelationships between natural environ-
sibilities of that society.
ments, societies, and economies.
social organization. The structures, roles, and
sustained yield. Harvesting of a resource in
relationships in a given society, such as class,
which the amount extracted is managed so that
political and economic systems, and gender roles.
the resource has time to regenerate itself.

570
system. Something made up of interconnected traditional ecological knowledge (TEK).
elements and processes that contribute to the Knowledge, practices, and beliefs relating
whole (e.g., political systems, economic systems, to the environment that have been built up
natural systems). by First Nations, Métis, and Inuit peoples over
generations through experience, observation,
tailings. Waste material left after a resource has and close contact with nature.
been extracted during the mining process (e.g.,
the extraction of minerals from rocks, oil from traditional economy. An economic system in
the oil sands). Tailings are often toxic because which decisions are made on the basis of customs,
of the processes used to separate the valuable beliefs, religion, and habit. Traditional economies
materials from the waste. are often based on hunting, fishing, and/or sub-
sistence agriculture. See also economic system.
tectonic forces. Forces caused by movements
within or beneath Earth’s crust that can produce transnational corporation. See multinational
earthquakes and volcanic eruptions. These forces corporation.
result in the building up and tearing down of
Earth’s physical features (e.g., mountains, valleys, Treaties of Peace and Friendship. A series of
trenches). See also plate tectonics. treaties negotiated throughout the eighteenth
century between First Nations and imperial
TEK. See traditional ecological knowledge. powers in North America. The first, the Great
Peace of Montreal (1701), ended conflict between
temperance movement. The movement to control New France and the Haudenosaunee Nation. It
or ban alcoholic beverages. Although it was was followed by a series of treaties between the
active in Canada, the temperance movement British Crown and First Nations in the Maritimes.
was particularly successful in the United States: Unlike later treaties signed in other parts of
in 1920, a constitutional amendment went into Canada, the Peace and Friendship Treaties did
effect banning the sale of alcoholic beverages in not involve First Nations’ surrendering rights to
that country, bringing about the period known the resources they had traditionally used or the
as Prohibition. lands they had traditionally occupied.

terrace farming. A farming method in which treaty. A formal agreement between two or more
fields are cut into hillsides to produce a series parties. In Canada, treaties are often formal
of steps or terraces. Walls are often used to hold historical agreements between the Crown and
soil in place. Aboriginal peoples; these treaties are often
interpreted differently by federal, provincial,
tertiary industries. See service-based industries.
and Aboriginal governments.
thematic map. A map depicting specific charac-
Treaty of Paris (1763). The treaty that formally
teristics for a given area (e.g., a political map of
ended the Seven Years’ War. Among its provisions,
the world, a natural resource map of Ontario, a
France ceded New France to Britain, which
map showing the destination of immigrants in
renamed the territory Quebec.
early twentieth-century Canada). See also map.
treaty rights. Rights specified in a treaty. In
topographic map. A map whose primary purpose
Canada, the rights of Aboriginal people to hunt
is to show the relief of the land through the use
and fish in traditional territory and to use and
of contour lines. It also uses symbols and colour
occupy reserves are typical treaty rights. This
to show a variety of built features. See also map.
concept can have different meanings depending
on context and the perspective of the user.
GLOSSARY

571
 United Nations. An intergovernmental organiz- War Measures Act. An act, passed by the
ation formed in 1945 to promote peace and Canadian Parliament during World War I, that
economic development. gives the federal cabinet emergency powers,
permitting them to govern by decree when they
Universal Declaration of Human Rights. A believe that Canada and Canadians are under
document adopted by the United Nations in threat from war, invasion, or insurrection.
1948 setting out the basic rights and freedoms
of all people. waste management. The handling (e.g., collection,
disposal, reuse) of the waste products from
Universal Transverse Mercator (UTM) coordinate human activity (e.g., sewage, garbage, e-waste).
system. An international locational reference
system that depicts Earth’s three-dimensional weather. The conditions of the atmosphere,
surface in a relatively accurate two-dimensional including temperature, precipitation, wind,
way. Due to extreme projection distortions at humidity, and cloud cover, at a specific place
the poles, the UTM coordinate system does not and time. See also climate.
include areas north of 84o north latitude or
80o south latitude. whistleblower. A person who witnesses or is
told about illegal activities in a company or other
urban heat island. A term used to describe the organization and reports publicly on the illegal
air mass over a large city that has a slightly activities.
higher average temperature than that of the
surrounding air. Youth Criminal Justice Act (Canada). A federal
act, coming into force in 2003, that governs
urbanization. A process in which there is an Canada’s youth justice system. It applies to
increase in the percentage of people living youth between the ages of 12 and 18 who are
and/or working in urban places. alleged to have committed criminal offences.
In 2012 Parliament adopted amendments that
urban sprawl. The spread of a city over a were aimed at strengthening the ways in which
relatively large area of land. The term has a the youth justice system deals with repeat and
negative connotation as a result of the stress on violent offenders.
infrastructure and the environment associated
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

with such expansion.

values. Personal or societal beliefs that govern

a person’s behaviours and choices.

vector. A coordinate-based data model that

represents geographic features as points, lines,
and polygons. Different geographical features
are expressed by different shapes. See also lines;
points; polygons.

voting. The act of expressing an opinion by a

show of hands or ballot, usually with the intent
of electing a candidate to office or passing a
resolution.

voting system. The rules and processes by

which governments are elected. Canada has
a single member plurality system. See also
proportional representation; single member
plurality.

572
The Ministry of Education wishes to acknowledge
the contribution of the many individuals, groups, and
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