Mapping Canada: History, Identity and Culture, Grade 12

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Candadian history, with a focus on teh development of indentity and culture

A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history, with a focus on the development of identity and culture.

A1.2 select and organize relevant evidence and information on aspects of Canadian history from a variety of primary and secondary sources, ensuring that their sources reflect a range of perspectives

A1.3 assess the credibility of sources and information relevant to their investigations.

A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry.

A1.5 describe various approaches to the study of history and assess their effectiveness in analyzing issues, events, and/or developments in Canadian history, particularly those relevant to their own investigations.

A1.6 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 judgements regarding historical issues, events, and/or developments in Canadian history.

A1.7 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.

A1.8 communicate their ideas, arguements, and conclusions using various formats and styles, asp appropriate for the audience and purpose

A1.9 use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., archival sources, articles, art works, blogs, books, films or videos, oral evidence, websites)

A1.10 use appopriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry topics, terminology related to history, historiography, and the concepts of historical thinking)

A2. Developing Transferable Skills: apply in everday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.

A2.1 describe several ways in which historical investigation can help them develop skills, inlcuding the essential skills in the Ontario Skills Passport, that can be transferred to postsecondary opportunities, the world of work, and everyday life

A2.2 apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to analyze statistics, to assess the credibility of sources cited in an article they are reading, to understand and appreciate multiple perspectives and engage in informed discussions, to analyse the historical context of historical fiction, to identify bias in teh media; apply work habits such as self-regulation to monitor their own progress on a task, or initiate to identify strategies that will enable them to successfully complete a task)

A2.3 apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues in order to enhance their understanding of these issues and their role as informed citizens

A2.4 identify various careers in which the skills learned in history might be useful (e.g., archaeologist, archivist, curator, educator, games designer, historian, journalist, lawyer, librarian, policy analyst, political speech writer, polititcian researcher)

B1. Setting the Context: analyze the significance, for different groups in Canada, of various social/cultural, economic, and political practices and developments prior to 1774 (FOCUS ON: Historical Significance; Historical Prespective)

B2. Interactions and Inderdependence: analyse activities of and interactions between various groups in Canada prior to 1774 and how these groups and their interactions contributed to the development of Canada, including the development of identify in Canada (FOCUS ON: Cause and Consequence; Continuity and Change)

B3. Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identify, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

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