Page 105 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

INTRODUCTION
The study of history fulfils a fundamental human desire to understand the past. It also appeals to our love of stories. Through the narrative of history, we learn about the people, events, emotions, struggles, and challenges that produced the present and that will shape the future. The study of history enables students to become critically thoughtful and informed citizens who are able to interpret and analyse historical, as well as current, issues, events, and developments, both in Canada and the world.
Strands
Each course in Grade 10 history has five strands. Strand A, Historical Inquiry and Skill Development, is followed by four content strands, which are divided chronologically. The five strands are as follows:
A: Historical Inquiry and Skill Development
B: Canada, 1914–1929
C: Canada, 1929–1945
D: Canada, 1945–1982
E: Canada, 1982 to the Present
The Concepts of Historical Thinking
The four concepts of historical thinking – historical significance, cause and consequence, continuity and change, and historical perspective – underpin thinking and learning in
all history courses in the Canadian and world studies program. At least one concept of historical thinking is identified as the focus for each overall expectation in strands B–E
of these courses. The following chart describes each concept and provides sample questions related to it. These questions highlight opportunities for students to apply a specific concept in their studies. (See page 13 for a fuller discussion of the concepts of disciplinary thinking.)
Citizenship Education
The expectations in the Grade 10 history courses provide opportunities for students to explore a number of concepts connected to the citizenship education framework (see page 10).
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HISTORY