Page 433 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

effects of colonialism on modern Rwanda; use the concept of continuity and change to help them determine the key turning points in world history since the nineteenth century; use the concept of historical perspective when analysing reactions to the SevenYears’War to ensure that they consider the viewpoints of different groups)
Sample questions: “When investigating coloni- alism, why is it important to take the concept
of historical perspective into account? Whose perspectives would it be important to investigate? What other concept of concepts might it be useful to apply? Why?”
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: “What patterns have you detected when analysing the traditions associated with these religions?” “After conducting your investigation, what did you conclude is the most important technological development of the twentieth century? What evidence will you present to support your claim?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on key developments in human rights in the twentieth century; a photo/image essay on types of housing in different periods; a presentation on the lives of soldiers in a particular war; a discussion about ethical issues associated with colonialism; a blog on the accuracy of a film depicting a historical event; an infographic or digital movie showing changes in fashion through different periods or between groups of different rank in the same period; a role play depicting the roles and behaviour of different groups in a feudal society)
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., 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 topic; terminology related to history and to the concepts of historical thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe some 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 com- munication, numeracy), that can be transferred to the world of work and to everyday life
A2.2 apply in everyday contexts skills and work habits developed through historical investiga- tion (e.g., use skills to understand and appreciate multiple perspectives and engage in informed discussions; to understand the social, political, or economic context of historical fiction, video games, or movies; or to identify bias in the media; apply work habits such as working independently to complete a project, or initiative in their part-time job)
A2.3 apply the knowledge and skills developed in the study of world history when analysing current social, economic, and/or political issues, in order to enhance their understanding of these issues and their role as informed citizens
Sample questions: “When you analyse this issue, do you see any parallels between it and a historical issue you have studied? What are the similarities? What are the differences? Why might understanding the causes and consequences of the historical issue deepen your understanding of the current one?”
A2.4 identify some careers in which the skills learned in history might be useful (e.g., artist, game designer, historical re-enactor, musician, politician, tour guide)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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Adventures in World History
CHM4E