The Ontario Curriculum, Grades 9-12 - Ministère de l'éducation ...

– analyse the factors that contributed to the differentiation of societies (e.g., climate,
geography, resources, decisions of leaders, external pressures, size)
Change and Continuity
• analyse the factors that contributed to the process of change from earliest times to the
sixteenth century
– identify major changes that took place in the world before the sixteenth century (e.g.,
climatic shifts, domestication of plants and animals, discovery of the wheel, the Neolithic
Revolution, development of writing, invention of the printing press, military innovations)
Social, Economic, and Political Structures
• analyse the development and diversity of social structures in various regions of the world
prior to the sixteenth century
– describe the roles of different members of society in the early stages of human history
(e.g., warrior, hunter, healer, spiritual leader)
– analyse the factors that influenced the development of a variety of forms of social structure
(e.g., scarcity of resources and nomadic society, threat of invasion and militaristic society,
religion and monastic society, industrial technology and urban society)
• analyse diverse economic structures and the factors that affected their development
– describe the diverse forms of economic organization that existed prior to the sixteenth
century (e.g., horticultural, agricultural, commercial, nomadic, feudal, slave-based)
Canadian History and Politics Since 1945, Grade 11, College
Preparation (CHH3C)
Communities: Local, National, and Global
• explain how global economic and environmental forces have affected Canadians since 1945
– describe ongoing global environmental challenges and assess the role of Canadians in
addressing these challenges (e.g., Greenpeace, negotiations with the United States on acid
precipitation, fishing moratoriums, Kyoto Protocol on Climate Change)
• assess Canada’s continuing role in the world community since 1945
– describe Canada’s participation in international agreements and organizations
(e.g., agreements to participate in United Nations peacekeeping operations, World
Health Organization [WHO], Universal Declaration of Human Rights, Draft United
Nations Declaration on the Rights of Indigenous Peoples, International Campaign to
Ban Landmines)
Note: The examples in these expectations illustrate how environmental connections can be made
in the context of the expectations.
54 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011