Page 136 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Applied
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 was the Persons Case?; comparative questions: What were some similarities and differences in the experiences of soldiers in World War I and World War II?; causal questions: What issues led to the creation of the Canadian Radio-Television Commission [CRTC]?)
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, books and/or articles from the library, diaries, letters, maps, period newspapers, photographs, songs from the time, statistics; secondary sources: current newspaper or magazine articles, information from websites, reenactments of historical events, textbooks, videos), ensuring that their sources reflect different perspectives
Sample questions: “If you want to study the history of fashion in the twentieth century, what are some visual sources that you might consult? Where would you locate period photographs? What other sources might
you consult?” “Why might diaries and letters of Japanese Canadians living in internment camps be a good source on their experiences and perspectives? What other sources would you need to consult to explore other people’s perspectives on the internment of the Japanese?”
A1.3 assess the credibility of sources and information 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: “Can an anonymous website be considered an appropriate historical source? Why or why not?” “Whose perspectives are represented in the letters written to Prime Minister Bennett during the Great Depression?”
A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., use
a ranking ladder to help them determine the significance of factors contributing to the Great Depression; critically select significant events for
a timeline on Canada-U.S. relations; compare the points of view in different primary sources relating to the same event)
Sample questions: “What information can you extract from these song lyrics? Is this information supported by your other sources?” “What type of tool might help you compare the impact of this development on two different groups?”
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 judgments regarding historical issues, events, and/or developments in Canada since 1914 (e.g., use the concept of historical significance when assessing the impact of technological developments on the everyday lives of Canadians; use the concept of
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
134