Page 89 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

• interpreting and analysing evidence and information: As students analyse evidence/ information, they apply the relevant concepts of historical thinking. It is critical that students learn to identify biases in the materials, including those associated with the historical context in which it was created. It is also important that students determine if all relevant points of view are included in the source materials and identify which, if any, are missing.
• evaluating evidence and information and drawing conclusions: As students synthesize evidence/information to make informed, critical judgements and draw supported conclusions, they may make connections between the past and the present; determine the significance and short- and long-term consequences of events, developments, and/or issues for different individuals or groups; and assess whether an event, action, or policy was ethically justifiable.
• communicating findings: As students communicate their judgements and conclusions, clearly and with all necessary supporting evidence, they use historical terminology and concepts correctly and use appropriate forms of documentation to cite their sources.
THE CONCEPTS OF HISTORICAL THINKING
In this course, as in all history courses, it is crucial that students not simply learn various facts but that they develop the ability to think and to process content in ways best suited to the study of history. To that end, this course focuses on developing students’ ability to apply the following concepts of historical thinking, which are inherent in “doing” history:
• historical significance • cause and consequence • continuity and change • historical perspective
Students use these concepts when they are engaged in the inquiry process, whether they are conducting an investigation that involves the process as a whole or are applying specific skills related to different components of that process as they work towards achieving a given expectation. In this course, at least one concept of historical thinking is identified as a focus for each overall expectation in strands B–F. Teachers can use the specified concepts to deepen students’ investigations (for example, encouraging students to apply the concept of historical perspective to look at an issue relating to Indigenous peoples in Canada from multiple points of view). It is important that teachers use their professional judgement to ensure that the degree of complexity is appropriate for both this grade level and the individual student’s learning style and that it does not lead to confusion.
Each of the concepts of historical thinking is described below, with examples of how they can be applied within the context of the present course.
Historical Significance
This concept requires students to determine the importance of something (e.g., an issue, event, development, person, place, interaction) in the past. Historical importance is deter- mined generally by the impact of something on a group of people and whether its effects
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