Page 305 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

regarding issues, events, and/or developments in American history (e.g., use the concept of historical significance when assessing the impact of the Industrial Revolution on groups and/or individuals; use the concept of cause and consequence 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 Declaration of Independence; use the concept of historical perspective when analysing interactions between early settlers and Native Americans to ensure that they consider multiple points of view)
Sample questions: “What concept or concepts of historical thinking would be the most appro- priate to consider when investigating the goals of the women’s rights movement and the evolution of women’s rights in the United States since 1848? Why would this concept (these concepts) be particularly useful?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating
Sample questions: “Based on your findings, what predictions would you make about America’s future economic role in the world?” “What conclusions have you reached about the role of American imperialism in the Mexican- American War? What evidence supports your conclusions?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on the labour movement in the first half of the twentieth century; an essay on how westward expansion in the nineteenth century affected Native Americans; a debate on whether the United States has lived up to the ideas expressed in the Declaration of Independence;
a presentation on rural life during the Great Depression; a“heritage minute”video on an individual who helped change American society;
a wiki entry on a key court decision relevant to the civil rights movement; a blog about the historical accuracy of a film about the War in Vietnam)
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)
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)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe several ways in which historical investigation can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading text, writing, document use, computer use, oral com- munication, numeracy), that can be transferred to postsecondary opportunities, the world of work, and everyday life
A2.2 apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to analyse statistics, to assess the credibility of sources in an article they are reading, to understand and appreciate multiple perspectives and engage in informed discussions, to analyse the historical context of historical fiction, to identify bias in media; apply work habits such as self- regulation to monitor their progress on a task, or initiative to identify strategies that will enable them to successfully complete a task)
A2.3 apply the knowledge and skills developed in the study of American history when analysing 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 between current socio-economic challenges and similar challenges in American history?” “What can we learn from attitudes towards and/or responses to this issue in the past? Why might different groups have different perspectives on this issue?”
A2.4 identify various careers in which the skills learned in history might be useful (e.g., archaeologist, archivist, curator, educator, game designer, journalist, librarian, policy analyst, political speech writer, politician, researcher)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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American History
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