Page 338 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
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.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
OVERALL EXPECTATIONS Throughout this course, students will:
SPECIFIC EXPECTATIONS
A1. Historical Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments relevant to the history of the selected ethnic group (e.g., factual questions: What were the key factors that led to the emigration of this ethnic group?; comparative questions: What are the main similarities and differences between the current and historical experience of this ethnic group in Canada?; causal questions: What impact has institutionalized racism had on this ethnic community in Canada?)
A1.2 select and organize relevant evidence and information on aspects of the history of the selected ethnic group from a variety of primary and secondary sources (e.g., primary: artefacts or architecture from the region or country of origin, art work from the time, autobiographies, diaries, letters, maps, oral histories, period newspapers, photographs, political cartoons; secondary: books and/or articles from the library, classroom text- books, documentaries or other films, current newspapers, websites), ensuring that their sources reflect different perspectives
Sample questions: “What can architecture and religious/spiritual artefacts tell you about the history and identity of a group of people?” “What are some sources on the immigrant experience in Canada? Why would it be useful to consult both official government sources as well as more personal sources such as diaries, letters, or memoirs? What are the strengths and shortcomings of these respective sources?”
A1.3 assess the credibility of sources and informa- tion relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and context of the source and the values and expertise of its author)
Sample questions: “Would letters written by new immigrants to families back home be a reliable source with respect to their experience in Canada? Why or why not?” “When you read pamphlets and posters produced by the Canadian government to attract immigrants, why is it important to understand the context in which these publications were produced?” “Whose perspectives might be included in and/or missing from government publications? What are the implications for these inclusions/ omissions?”
A1.4 interpret and analyse evidence and informa- tion relevant to their investigations, using various tools, strategies, and approaches appropriate
for historical inquiry (e.g., create a timeline to show the chronology of changes in attitudes towards a specific ethnic group in Canada; use a cause-and- consequence organizer to help them analyse factors leading to emigration; determine the short- and long-term consequences of conflict(s) that affected an ethnic group in its country of origin; compare the experiences of immigrants from this ethnic group at two or more different periods of time)
Sample questions: “What type of tool might help you analyse the extent of changes over time in traditional ceremonies and celebrations of this ethnic group?” “What criteria would you use to rank the causes for this group’s immigration to Canada?”
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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