Page 112 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Academic
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914;
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 9 AND 10 | 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 Canadian history since 1914 (e.g., factual questions: What were the provisions of the Chinese Immigration Act of 1923?; compara- tive questions: In what ways was the impact of the Great Depression different for people living
on the Prairies than for people living in Ontario?; causal questions: What were the key causes of the Quiet Revolution?)
A1.2 select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary and secondary sources (e.g., primary sources: art works from the time, diaries, legislation, letters, maps, period newspapers, photographs, political cartoons, statistics, treaties; secondary sources: books and/or articles from the library, current newspaper or magazine articles, documentary and/or feature films or videos, information from websites, textbooks), ensuring that their sources reflect multiple perspectives
Sample questions: “Why is it important to gather evidence from primary sources when investigating past developments and events?” “What are some sources you might consult to try to identify voices that may be missing from the official version of an event?” “If you are trying to determine the position of various groups on the issue of the Canada-U.S. Free Trade Agreement, why might you consult newspaper editorials and editorial cartoons?
What other sources might you consult?” “Why would it be useful to consult photographs and news reports from the time in your investigation of Canada’s military contribution to the Korean War?”
A1.3 assess the credibility of sources and information 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 question: “If you were consulting various websites for information on the First Nations protests in Caledonia, how would you determine which sites were the most reliable and credible?”
A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., develop criteria for evaluating the relative importance of consequences of the Great Depression; compare the points of view in two or more primary sources on prohibition; assess the effectiveness of the argument in a secondary source on Canadian- American relations under Prime Minister Diefenbaker; use a concept map to help them assess the short- and long-term consequences
of residential schools for First Nations, Métis, and Inuit individuals and communities)
Sample questions: “What type of graphic organizer do you think would be most useful in helping you compare World War I and World War II – a T-chart, a Venn diagram, or a cross- classification table? Why?” “What criteria might you use to rank the causes of the Regina Riot?”
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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