Page 356 - 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 aspects of world history since 1900;
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
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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 in world history since 1900 (e.g., factual questions: What was Kristallnacht?; comparative questions: In what ways is the status of women in Western societies different now than it was at the beginning of the twentieth century?; causal questions: What were the immediate and underlying causes of the War on Terror?)
A1.2 select and organize relevant evidence and information on aspects of world history since 1900 from a variety of primary and secondary sources (e.g., primary: art works, diaries, letters, period newspapers, photographs, political cartoons, treaties; secondary: books and/or articles from the library, documentaries or other films, textbooks, websites), ensuring that their sources reflect different perspectives
Sample questions: “Why is film an important source for twentieth-century history? What can you learn from watching a documentary such as Leni Riefenstahl’s Triumph of the Will? Should this documentary – or any other – be accepted at face value? Why or why not?”
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: “What perspectives are reflected in the lyrics of American songwriters such as Woody Guthrie and Pete Seeger? What was the context in which their songs were written?”
A1.4 interpret and analyse evidence and informa- tion relevant to their investigation, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., create a timeline to help them understand the chronology of major events in the Cold War; use a cause and effect organizer when investigating World War I; create a mindmap outlining factors contributing to the decline of an empire; create graphs to help them analyse data related to the baby boom)
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 issues, events, and/or developments in world history since 1900 (e.g., use the concept of historical significance to help them determine the impact of the Great Depression; use the concept of cause and consequence to help them determine the factors that contributed to the creation of the state of Israel and the consequences of its creation for the region; use the concept of continuity and change when investigating responses towards genocides in the twentieth century; use the concept of historical perspective when analysing the War in Vietnam to ensure that they take the viewpoints of different participants into account)
Sample questions: “Why would it be important to apply the concept of historical perspective when investigating an event or development of international or global importance?” “Which concept or concepts do you think would be the most appropriate to apply when investigating developments in postcolonial Angola or Rhodesia/Zimbabwe? Why?”
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT