Page 394 - 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 world history since the fifteenth century;
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 world history since the fifteenth century (e.g., factual questions: What were some of the dominant ideas of the Enlightenment?; comparative questions: What were the main similarities and differences between the regimes
of Mao and Stalin?; causal questions: What impact did social Darwinism have on foreign policy in the late nineteenth century?)
A1.2 select and organize relevant evidence and information on aspects of world history since the fifteenth century from a variety of primary and secondary sources (e.g., primary: architecture, artefacts, art works, autobiographies, court tran- scripts, government documents, letters, maps, period newspapers, philosophical or political treatises from the time, photographs, political cartoons, speeches, treaties; secondary: books and/or articles from the library, current newspapers or magazines, documentaries or other films, text- books, websites), ensuring that their sources reflect a range of perspectives
Sample questions: “What does Bruegel’s painting The Peasant Wedding tell you about sixteenth- century peasant life in northern Europe? What other types of sources could you use to verify or supplement the information in the painting?” “How can you ensure that your sources reflect a variety of perspectives?” “If you were investi- gating the social impact of the Industrial Revolution, do you think novels from the period might be an appropriate source? Why or why not? What other sources might you use?”
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: “When using a painting as a source for your inquiry, why is it important to note the date the work was created as well as some biographical information about the artist and, where possible, about the person or insti- tution that commissioned the work?” “Do you think that official government sources are less biased than other sources? Why or why not?”
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., determine criteria for the placement of the causes of the War of the Spanish Succession on a ranking ladder; use an annotated timeline to plot key events in the development of the nineteenth-century women’s rights movement; use a cause and effect organizer to help them sort the causes and consequences of the rise and fall of the Japanese Empire; develop a concept map on the influence of Marxism in the late nineteenth and early twentieth century)
A1.5 describe various approaches to the study of history (e.g., nationalist,“great man”, Marxist, feminist, postcolonial, minority/ethnic), and assess the effectiveness of these approaches for analys- ing issues, events, and/or developments in world history since the fifteenth century, particularly those relevant to their own investigations
Sample questions: “What does the term histori- ography mean? What are the key differences between conservative, liberal, and Marxist
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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