Page 339 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.5 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments relevant to the selected ethnic group (e.g., use the concept of historical significance when assessing the impact that this ethnic group has had on identity and culture in Canada; consider the concept of cause and consequence when analysing instances of forced migration; use the concept of continuity and change when analysing the evolution of social or political structures in the ethnic group’s country or region of origin; use the concept of historical perspective when assessing the motives behind Canadian immigration policies)
Sample questions: “Which concept or concepts of historical thinking do you think would be most applicable when determining the impact of political upheaval on this ethnic group in its country of origin? Why?”
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 did you find out about differences between the intergenerational gaps among newcomers and native-born Canadians? What factors explain these differences?”
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 impact of social, political,
or economic structures on the development of the selected group; a presentation on a proposal for a culturally accurate activity to be held at an ethnic festival of their choice; a debate on the treatment of the selected group on its arrival to Canada; a blog about the accuracy of a film, television show, or novel portraying a particular ethnic group; a game that recreates an immigrant’s journey to Canada; digital interviews with individuals from an ethnic group on its migration experience; a graphic story detailing the generational divide between first- and second-generation immigrants from the selected group)
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 topics; terminology related to history and to the concepts of historical thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe some 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 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 assess the credibility of sources in a newspaper article, to analyse statistics provided by the government in support of a new policy, to understand the historical context of a film or book, to engage in informed discussions; apply work habits such as taking initiative in their part-time job or working independently in order to complete a project on time)
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 issues and their role as informed citizens
Sample questions: “When you analyse this issue, do you see any continuity between it and a historical issue you have studied? Why might understanding the significance or causes and consequences of the historical issue help you deepen your understanding of this current issue?” “How might understanding the histories and cultures of some ethnic groups in Canada affect your position on current debates related to multiculturalism in Canada?”
A2.4 identify some careers in which the skills learned in history background might be useful (e.g., aid worker, archivist, curator, educator, film maker, game designer, policy analyst, politician, researcher, social worker)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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The History of a Canadian Ethnic Group
Origins and Citizenship:
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