Page 357 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

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 have you learned from your investigation of human rights in the second half of the twentieth century? Based on your findings, what do you think are the most important factors contributing to the develop- ment of human rights? What factors present the greatest challenge to this development?”
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 most significant inventions of the twentieth century; a debate on economic globalization; a presentation on the impact of American military intervention in some regional conflicts; a video on propaganda films; a role play portraying the challenges facing refugees displaced by war; a Twitter feed on the Cuban Missile Crisis; a game on the space race; a time capsule reflecting major developments of the 1960s)
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 and 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 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 help them determine if a source cited in an article or on a website is reliable, to engage in informed discussions and express informed opinions, to determine the accuracy
of the historical setting of a movie or video game; use work habits such as working independently and taking initiative in their part-time job)
A2.3 apply the knowledge and skills developed in the study of world history since 1900 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 question: “Why might it be useful to apply the concept of continuity and change to help you to analyse current issues facing women in different regions of the world?”
A2.4 identify some careers in which the skills learned in history might be useful (e.g., aid worker, artist, game designer, historical re-enactor, journalist, politician, tour guide)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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World History since 1900:
Global and Regional Interactions
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