Page 323 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

of this event on the region; take the concept of continuity and change into account when assessing the role of legal codes and/or the military in main- taining stability in a society; use the concept of historical perspective when analysing the role of human sacrifice in Mesoamerican societies to help you understand how it was viewed by members of those societies)
Sample questions: “Which concept or concepts of historical thinking might help you analyse and evaluate the role of slavery in various early societies? Why might this concept or 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: “What conclusions have you reached about the role of Ashikaga Takauji during the Kemmu Restoration and the decline in the role of the emperor in Japan? What evidence supports your conclusions?” “How did you assess the credibility of differing interpretations of archaeological evidence about this ancient society? What conclusions did you reach?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., an essay on the role of monks and nuns in the preservation of knowledge in Europe during the early Middle Ages; a blog about the historical accuracy of a film or television show about the Vikings; a seminar on the role of the environment in the decline of the Indus Valley civilization; a debate on the importance of the Code of Hammurabi or Magna Carta; a“heritage minute”video on the historical and cultural significance of heritage sites in Africa; a presentation about daily life in an ancient city)
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 communication, numeracy), that can be transferred to postsec- ondary 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 determine the accuracy of the historical setting of a movie or video game; apply work habits such as initiative to identify strategies that will enable them to success- fully complete a task, or organization to help them establish priorities and manage their time both in class and while doing work at home)
A2.3 apply the knowledge and skills developed in the study of history when analysing current social, economic, and/or political issues, in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “Why might learning about the early history of the relationship between China and Japan help you understand some
of the political issues in Asia today?” “When you analyse this issue, do you see any parallels between it and a historical issue you have studied? What are the similarities? What are the differences? Why might understanding the causes and consequences of the historical issue deepen your understanding of the current one?”
A2.4 identify various careers in which the skills learned in history might be useful (e.g., archae- ologist, archivist, curator, educator, game designer, lawyer, policy analyst, political speech writer, researcher)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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the Fifteenth Century
World History to the End of
CHW3M