Page 432 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, Workplace Preparation
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating various aspects of world history;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some 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 (e.g., factual questions: What was the Black Death?; compara- tive questions: What were some similarities and differences in the decline of the Aztec and Inca Empires?; causal questions: What were the main causes of World War I?)
A1.2 select and organize relevant evidence and information on aspects of world history from
a variety of primary and secondary sources (e.g., primary: artefacts, art works, diaries, maps, myths and legends, photographs, political cartoons; secondary: books and/or articles from the library, films or videos, historical fiction, textbooks, websites), ensuring that their sources reflect different perspectives
Sample questions: “If you want to investigate the role the environment played in religion/ spirituality in some societies, what are some visual sources that you might consult? What art and architecture would you want to examine? What other sources might you use?” “Why might diaries and letters from early societies
be hard to find? Where might you look to find information about early societies?”
A1.3 assess the credibility of sources and informa- tion relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and/or context of the source and the values and expertise of its author)
Sample questions: “How reliable do you think this film or video game is as a source of infor- mation about the lives of gladiators in ancient Rome? Are the weapons, costumes, and buildings accurate? How do you know?” “Why is it important to be careful when using anonymous websites as historical sources?” “Whose perspec- tive is represented in this newspaper article? Whose voices are omitted? What are the implications of this omission?”
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 a ranking ladder to help them sort the consequences of the Industrial Revolution; create a timeline on the decline and fall of the Roman Empire; develop a concept map to help them analyse connections between technology and recreation; compare the points of view in two sources commenting on the same event)
Sample question: “What criteria might you use to rank the importance of the causes of the French Revolution?”
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 (e.g., apply the concept of historical significance to help them analyse the impact of religious beliefs on life in or the heritage of ancient Egypt; use the concept of cause and consequence to help them analyse the
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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