Page 414 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College 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 was the Reign of Terror?; comparative questions: What were the main similarities and differences between the feudal systems in Europe and Japan?; causal questions: What impact did the Industrial Revolution have on class structure in the 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, art works, autobiographies, letters, maps, period newspapers, photographs, political cartoons, songs, speeches, treaties; secondary: books and/or articles from the library, documentaries or other films, current newspapers or magazines, textbooks, websites), ensuring that their sources reflect
a range of perspectives
Sample questions: “What can religious art and architecture tell you about the role and importance of religion in a society?” “How can you ensure that your sources reflect more than one perspective?”
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 problems might be associated with using anonymous websites as historical sources? Why would it be important to verify any information obtained from such a source? How might you do so?”
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., use ranking ladders
to help them assess the significance of different historical events from the same period; use a timeline to illustrate milestones in Napoleon’s rise to power;
use a cause and effect organizer to help them sort the causes and consequences of World War I)
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 historical issues, events, and/or developments in world history since the fifteenth century (e.g., use the concept of historical signifi- cance to help them analyse the impact of the Spanish Conquest on Latin America; use the concept of cause and consequence when investigating the intended and unintended effects of European colonialism in nineteenth-century Africa; consider the concept of continuity and change when investi- gating the evolution of the labour movement in the nineteenth and twentieth century; apply the concept of historical perspective to ensure that they consider various viewpoints when investigating the Cold War)
Sample questions: “Which concept or concepts of historical thinking might be most applicable if you were analysing the short- and long-term
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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