Ontario Ministry of Education Curriculum Expectations. Grade Ten. Kids Power Guide: Canadian and World Studies (Academic CHC2D) History

Transcription

1 Kids Power Guide: Using Critical Thinking Literacy Skills to Create Design Class Community Action Projects Teacher Resource Ontario Ministry of Education Curriculum Expectations Grade Ten Canadian World Studies (Academic CHC2D) History Strs: Communities: Local, National, Global Change Continuity Citizenship Heritage Methods of Historical Inquiry Communication The following Grade Ten Academic Ontario Ministry of Education Academic History expectations correspond to the material included in the Kids Power Series Teacher Resource. Shawntelle Nesbitt

2 Note: Note: Most of the expectations Some of the expectations listed below are directly Most of the expectations listed covered below by the are activities not listed below are directly explicitly included in fulfilled the Kids by Power the covered by the activities activities Series Teacher included Resource. in the included in the Kids Power Holocaust There are a Remembrance few of the Series Teacher Resource. Series expectations for Young listed Readers below There are a few of the Teacher that are not Social explicitly expectations listed Justice below Resource fulfilled. However, Guide. However, the that are not explicitly biographies included in the Sections fulfilled. Two However, Five the Series include these topics. include biographies activities included to in help the As well, Section Two of the guide Series include students these through topics. guide provides a step-bystep outline to help teachers independent As well, Section research Two of on the a guide provides a step-bystep outline to help teachers social students issue connected to conduct to their research community. on a topic relevant Section students to conduct Five to an also issue encourages in their research on a topic relevant students community to, use what following they to an issue in their have community this, to learned design, to following design implement a this, to design community related community action project. implement a action The community project. expectations listed below The action expectations project. The listed could, therefore, be easily below expectations could, listed therefore, below be fulfilled as students conduct easily could, therefore, fulfilled as be students easily their research /or work conduct fulfilled as their students research conduct in their community. their research /or work in /or Depending work on in the their direction their community. community. Depending Depending students decide, on the class direction social action the could direction involve students the students decide, class social decide, local, national class social /or action even action could involve the could global local, national involve spheres. the /or local, even national global spheres. /or even global spheres.

3 Grade Ten Canadian World Studies (CHC2D) Communities: Local, National, Global

4 Grade Ten (CHC2D) History Curriculum Expectations Communities: Local, National, Global: Identify the contributions made by selected regional, provincial, linguistic, ethnic, /or religious communities to Canada s multicultural society (e.g., Atlantic Canada, Quebec, Franco- Ontarians, Aboriginal nations, Métis, Inuit, Black Canadians, local immigrant groups, Doukhobours, Hutterites, Mennonites) Explain why the federal government has tried to promote a common Canadian identity, how it has done so (e.g., through various agencies such as the Canadian Broadcasting Corporation, National Film Board, Canada Council for the Arts, Department of Canadian Heritage, Canadian Radio-television Telecommunications Commission) Explain how participation in international events, institutions, agreements has contributed to Canada s evolving identity (e.g., peacekeeping operations, United Nations agencies, Kyoto Protocol on Climate Change) Explain the impact in Canada of the experience memory of the Holocaust (e.g., immigration of Holocaust survivors; introduction of human rights legislation; policy dealing with hate crimes Nazi war criminals; nature of response to occurrences of genocide/ethnic cleansing in the world after World War II; participation in International War Crimes tribunal) Describe Canada s Canadians contributions to the war effort overseas during World War I World War II (e.g.,ypres, Vimy Ridge, Passchendaele, Hong Kong, Battle of the Atlantic, Dieppe, Sicily, D-Day; contributions of individuals, such as Billy Bishop, Georges Vanier, Tommy Prince; contributions of groups, such as Aboriginal peoples; convoys; liberation of prisoners from Nazi concentration/death camps) Analyse significant events related to the Holocaust (e.g., the rise of anti-semitism Nazism; Kristallnacht; establishment of ghettos, concentration camps, death camps) Canada s response to those events Describe atrocities committed during World War II assess Canada s response to them (e.g., Nanking massacre, Battle of Hong Kong its aftermath, concentration camps, Nazi murder of Canadian prisoners of war in Normy, firebombing of Dresden) Analyse changes in Canadian policies towards refugees since 1930 (e.g., the closed-door policy towards Jewish refugees in the 1930s; acceptance of displaced persons after World War II; current refugee immigration policies) Describe the roles functions of the Canadian armed forces since 1945 (e.g., maintaining collective security, asserting national sovereignty, providing aid to civil powers in the wake of disasters, peacekeeping peacemaking) assess their success in performing these tasks. Assess some examples of the roles functions of the Canadian armed forces since 1945, such as peacekeeping peacemaking maintaining security (e.g., Suez Crisis, Cyprus, October Crisis, Oka Crisis, Gulf War of 1991, Somalia, Afghanistan)

5 Grade Ten Canadian World Studies (CHC2D) Change Continuity

6 Grade Ten (CHC2D) History Curriculum Expectations Change Continuity: Identify the major groups of immigrants that have come to Canada since 1914 describe the circumstances that led to their decision to emigrate (e. g., impact of war, political unrest, famine) Analyse the similarities differences between current historical patterns of immigration to Canada, making reference to changing immigration policies pull factors (e. g., incentives for immigrants)that were in effect during different periods Evaluate the impact of social demographic change on Aboriginal communities (e. g., relocation, urbanization, education, pressures to assimilate) Analyse the significance of Canada s contribution to the United Nations other international organizations, such as the Commonwealth of Nations la Francophonie (e.g., Universal Declaration of Human Rights, peacekeeping forces, Convention on the Rights of the Child, development assistance, International Campaign to Ban Lmines) Analyse Canada s responses to some of the major human tragedies since World War I (e.g., genocide in Ukraine; the Holocaust; Japanese atrocities prior to during World War II; famine in Africa; genocide in Somalia; civil war in Bosnia; the AIDS crisis in Africa; September 11)

7 Grade Ten Canadian World Studies (CHC2D) Citizenship Heritage

8 Grade Ten (CHC2D) History Curriculum Expectations Citizenship Heritage: Analyse the impact of the women s movement in Canada since 1914 (e.g., suffrage, the Famous Five, broadening access to employment, Royal Commission on the Status of Women, enshrining gender equality in the Charter of Rights Freedoms, combating violence against women, equal pay for work of equal value) Explain how the labour movement has affected social, economic, political life in Canada (e.g.,winnipeg General Strike, On-to-Ottawa Trek, Regina Manifesto, Canadian Labour Congress, Canadian Auto Workers) Explain how pacifist groups, human rights organizations, the civil rights movement have influenced Canadian society (e.g., Hutterites, Mennonites, Canadian Civil Liberties Association, Canadian Association of Elizabeth Fry Societies, Amnesty International, Black United Front) Describe the achievements of Aboriginal organizations (e.g., Inuit Tapiriit Kanatami, Assembly of First Nations, National Aboriginal Veterans Association, Union of Ontario Indians) in gaining recognition of the rights of Aboriginal peoples in Canada Assess the contributions of selected individuals to the development of Canadian identity since 1914 (e.g., Nellie McClung, Arthur Currie, Thérèse Casgrain, Maurice Richard, Georges Pauline Vanier, Max Ward, Marshall McLuhan, Rosemary Brown, Matthew Coon Come, Adrienne Clarkson) Assess how artistic expression has reflected Canadian identity since World War I (e.g., in the work of Ozias Leduc, the Group of Seven, Gabrielle Roy, Farley Mowat, Joy Kogawa, Oscar Peterson, Chief Dan George, the Guess Who, Toller Cranston, Karen Kain, Michael Ondaatje, Drew Hayden Taylor, Susan Aglukark) Assess the contributions of selected Canadian political leaders since 1914

9 Grade Ten Canadian World Studies (CHC2D) Methods of Historical Inquiry Communication

10 Grade Ten (CHC2D) History Curriculum Expectations Methods of Historical Inquiry Communication: Formulate different types of questions (e.g., factual: What were the elements of the Lend-Lease agreement?; causal: What were the causes of the Winnipeg General Strike?; comparative: How were patterns of immigration to Canada in the 1930s different from those in the 1990s?; speculative: What would be some of the consequences of closer economic ties with the United States?) when researching historical topics, issues, events Gather information on Canadian history current events from a variety of sources (e.g., textbooks reference books, newspapers, the Internet) found in various locations (e.g., school public libraries, resource centres, museums, historic sites, community government resources) Distinguish between primary secondary sources of information (e. g., primary: artifacts, diaries, documents; secondary: books, articles), use both in historical research Evaluate the credibility of sources information (e.g., by considering the authority, impartiality, expertise of the source checking the information for accuracy, underlying assumptions, stereotypes, prejudice, bias) Organize record information gathered through research (e.g., using notes, lists, concept webs, timelines, charts, maps, graphs, mind maps) Formulate use a thesis statement when researching a historical topic or issue Identify various job, career, volunteer opportunities related to the study of history (e.g., researcher, museum or archive curator or assistant, teacher, journalist), the educational requirements for them. Analyse information, employing concepts theories appropriate to historical inquiry (e.g., chronology, cause effect, short- long-term consequences) Distinguish between fact, opinion, inference in texts visuals found in primary secondary sources Identify different viewpoints explicit biases when interpreting information for research or when participating in a discussion Draw conclusions make reasoned generalizations or appropriate predictions on the basis of relevant sufficient supporting evidence Complete research projects that reflect or contain the elements of a historical inquiry process: preparation, research, thesis, supporting evidence, conclusion based on evidence

11 Express ideas, arguments, conclusions, as appropriate for the audience purpose, using a variety of styles forms (e.g., reports, essays, debates, role playing, group presentations) Use an accepted form of documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all sources of information, including electronic sources Use appropriate terminology to communicate results of inquiries into historical topics issues