Page 374 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history, with a focus on the development of identity and culture;
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 in Canadian history, with a focus on the development of identity and culture (e.g., factual questions: What was the Code Noir?; comparative questions: What were the main differences between the Rebellions in Upper and Lower Canada?; causal questions: What were
the main causes of the sovereignty movement in Quebec?)
A1.2 select and organize relevant evidence and information on aspects of Canadian history from a variety of primary and secondary sources (e.g., primary: artefacts, art works, diaries, legislation, letters, maps, period newspapers, photographs, political cartoons, statistics, treaties; secondary: books and/or articles from the library, current newspapers or magazines, documentaries and/or other films, textbooks, websites), ensuring that their sources reflect a range of perspectives
Sample questions: “How can you ensure that your sources reflect a variety of perspectives?” “If you were studying the Indian Act in the nineteenth century, what sources might you consult? What types of sources would reflect the position of the government? Where might you find information about the impact of the act on First Nations peoples and their response to it?”
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: “How do you judge the reliability of a primary source?” “Do you think government sources are less biased than other sources? Why or why not?” “What are some potential problems with using historical fiction as a source for your investigation? What are some positive aspects of this type of source? When you read historical fiction, why is it important to be aware of whose perspectives are represented in the book and whose are missing? What method might you use to assess the credibility of a historical novel?”
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., develop criteria to rank the significance of the causes of Confederation; use a concept map to help them determine the short- and long-term consequences of the Quebec Act; construct graphs to help them interpret data on demographic changes in the 1960s; compare press reports supporting and condemning the Upper Canada Rebellion)
Sample questions: “What criteria might you use to rank the importance of various events for the development of identity in postwar Quebec?” “When you examine traditional Inuit clothing and/or housing, and the tools used to create them, what do they tell you about the resources available to these people?”
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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