Page 415 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

impact of European colonialism on two or more regions? Why do you think these concepts would be particularly appropriate in this context?” “Why is it important to take the concept of historical perspective into account when analysing how people thought and acted in
a particular time and region?”
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: “Given your analysis of
key economic developments of the past several decades, which country do you think will be the dominant economic power of the twenty-first century? Why?” “What similarities and differences did you find between nationalist movements in India and Ireland? How would you account for the differences?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate about the fairness of the Treaty of Versailles; a presentation on changes in fashion over the centuries; a classroom discussion about genocide and ethical issues facing countries that have been responsible for genocide; a“heritage minute”video on a leader in the women’s rights movement in the nineteenth or twentieth century; a two-point perspective poem or song from the point of view of children working in a nineteenth-century factory and their bosses; a blog about the historical accuracy of a film portraying the relationship between missionaries and indigenous people)
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 or 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 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 oppor- tunities, 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 whether an article is using credible sources, to participate in informed discussions, to determine the accuracy
of the historical setting of a movie or video game; apply work habits such as collaboration in order to effectively share information and resources to complete a task, or organization to help them establish priorities and manage their time both in class and while doing work at home)
A2.3 apply the knowledge and skills developed
in the study of world history since the fifteenth century when analysing current social, economic, and/or political issues, in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “Why might learning about the history of colonialism help you understand some of the political issues in Africa today?” “What are the historical roots of some current issues arising from foreign ownership?”
A2.4 identify some careers in which the skills learned in history might be useful (e.g., curator, filmmaker, game designer, graphic novelist, historical re-enactor, legal assistant, politician, tour guide)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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World History since the Fifteenth Century
CHY4C