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

Change and Continuity
– identify internal and external forces that have influenced the process and scope of change
that has occurred in different regions from the sixteenth century to the present (e.g.,
developments in religion; changing views of the universe, from the geocentric to the
heliocentric to notions of an expanding universe; social reform; disease; limited
resources; conflict and war; human migration; climate change)
Citizenship and Heritage
• describe key Western beliefs, philosophies, and ideologies that have shaped the West and the
rest of the world since the sixteenth century
– describe the main tenets of some key modern beliefs and philosophies and how they have
shaped Western thought (e.g., the Reformation and Calvinism, rationalism and empiricism,
romanticism, socialism, Darwinism, Marxism-Leninism, fascism and Nazism, liberal
democracy, feminism, environmentalism, competing concepts of globalization)
Social, Economic, and Political Structures
• explain significant economic developments in the West and the rest of the world since the
sixteenth century
– describe the effects of industrialization and free enterprise capitalism on the economies
and environment of the West and the rest of the world (e.g., unprecedented increase in
material wealth, creation of large factories and industrial cities, increase in resource and
market imperialism, rise of consumerism; resource depletion, air and water pollution)
– describe the consequences of global economic interrelationships that developed in the
twentieth century (e.g., labour and resource exploitation, widening disparities of
economic opportunity and wealth, environmental degradation, cultural homogenization,
globalized production and marketing, revival of economic and cultural nationalism,
increased demand for rights for women and children)
Adventures in World History, Grade 12, Workplace Preparation
(CHM4E)
Communities: Local, National, and Global
• explain how people in different communities have developed skills and created implements
in order to work productively
– identify selected developments in tool making from the Stone Age to the present (e.g.,
fashioning of stone and obsidian implements, invention and uses of the wheel,
development of measuring systems and devices)
• explain the effects of pivotal inventions and technological innovations on community life
Note: These expectations focus on the evolution of human relationships with the natural
environment over time, knowledge that will enhance students’ understanding of current
environmental concerns.
60 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011