Page 375 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.5 describe various approaches to the study of history (e.g., nationalist,“great man”, Marxist, feminist, postcolonial, minority/ethnic) and assess their effectiveness in analysing issues, events, and/or developments in Canadian history, particularly those relevant to their own investigations
Sample questions: “What does the term historiog- raphy mean?” “What is the difference between a conservative, liberal, and Marxist interpretation of history?” “Which school of thought do you think this source reflects? In what ways do you think this historian’s perspective affects the way she has interpreted or used the evidence?” “When you critically examine traditional approaches to history, what shortcomings
do you notice? Which groups tend to receive the most attention? Which tend to be under- represented?” “Do you think history can be free of bias? Why or why not?”
A1.6 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 in Canadian history (e.g., use
the concept of historical significance to help them assess the impact of various individuals on the development of culture or identity in Canada;
use the concept of cause and consequence when analysing the short- and long-term effects of the expulsion of the Acadians; consider the concept of continuity and change when exploring the evolution of the women’s movement in Canada; take the concept of historical perspective into account when analysing interactions between Jesuit missionaries and First Nations people)
Sample questions: “What concept or concepts of historical thinking might you consider when investigating changes in the rights of French Canadians in colonial Canada? Why?” “Why might sources differ in their appraisal of the significance of a historical event or figure? If several sources have different perspectives, how can you make your own judgement about the significance of the event/individual?”
A1.7 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 conclusions have
you reached about the short- and long-term consequences of land acquisition by the Hudson’s
Bay Company?” “Based on your analysis of developments in the past fifty years, what do you think will be Canada’s future military role in the world? Why?”
A1.8 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on the early years of the labour movement in Canada; an essay on the role of conflict in the development of Canada’s national identity; a debate on whether the use of the War Measures Act in 1970 was justifiable; a presentation on the impact of residential schools on Aboriginal communities; a blog discussing the historical accuracy of portrayals of First Nations peoples
in film; a website on Canadian war art)
A1.9 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)
A1.10 use appropriate terminology when com- municating the results of their investigations (e.g., vocabulary specific to their inquiry topics; terminology related to history, historiography, and the concepts of historical thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe several 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 analyse statistics, to assess the credibility of sources cited in an article they are reading, to understand and appreciate multiple perspectives and engage in informed discussions, to analyse the historical context of historical fiction, to identify bias in the media; apply work habits such as self-regulation to monitor their own progress on a task, or initiative to identify strategies that will enable them to successfully complete a task)
A2.3 apply the knowledge and skills developed in the study of Canadian history when analysing
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
373
Canada: History, Identity, and Culture
CHI4U