Page 137 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

cause and consequence when ranking the importance of factors contributing to the Great Depression; use the concept of continuity and change when determining turning points in relations between Quebec and the rest of Canada; use the concept of historical perspective when evaluating evidence about residential schools)
Sample questions: “If you had to determine
the most significant event in twentieth-century Canadian history, what criteria would you use? Did the event you have chosen have the same significance for all Canadians?”
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: “After analysing the evidence you have gathered, do you think that Canada should have cancelled the Avro Arrow project? Why or why not?” “After analysing the information and evidence you have gathered, what conclusions have you reached about the arguments for and against the demolition of Africville?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a photo essay on the history of a large Canadian city in the twentieth century; an oral presentation on racism and/or antisemitism in Canada; a debate on immigration policy; a video on the Winnipeg General Strike; a role play on changing social values in the 1920s; a poem or rap about the war in Afghanistan; a blog about border security since 9/11)
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to acknow- ledge different types of sources (e.g., articles, art works, blogs, books, films or videos, songs, websites)
A1.9 use appropriate terminology when communicating 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/or to everyday life
A2.2 apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to assess the credibility of a source, use appropriate organizers to manage their evidence and ideas; apply work habits such as creating
and following a plan, taking responsibility when collaborating with peers)
A2.3 apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues (e.g., to determine perspectives in media reports on a current event; to understand the significance of a new political policy; to understand ways in which
a current social trend is similar to or different from past trends), in order to enhance their under- standing of these events and their role as informed citizens
Sample questions: “Why might it be useful to apply the concept of change and continuity and/or cause and consequence to help you to evaluate the promises being made by politicians during this election campaign?” “If you were asked to evaluate possible names for a new school in your community, which concepts of historical thinking might you apply? Why?”
A2.4 identify some careers in which the skills learned in history might be useful (e.g., actor, community worker, musician, politician, tour guide)
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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Canadian History since World War I
CHC2P