Home PageSite MapSite IndexHow to Use This SiteGlossaryContact Us Acknowledgements Image
Canada in the Making
Canada in the MakingTeachers' Resources
Primary Sources
Teachers' Resources
Biographies & Reference
Specific Events & Topics
Maps & Images
Français
Image
Image
Themes:
Constitutional History
Image
Aboriginals: Treaties & Relations
Image
Pionniers et Immigrants
Image
Image

A Picture is Worth…

Ontario Curriculum Expectations

Grade 7 History
Grade 8 History
Grade 12 Canada: History, Identity, and Culture
Grade 12 World History: The West and the World (Univ prep)
Grade 12 World History: The West and the World (College prep)


Expectations (Grade 7 Social Studies)
History: New France

Overall Expectations
By the end of Grade 7, students will:

  • use a variety of resources and tools to gather, process, and communicate
    information about how settlers in New France met the physical, social, and economic challenges of the new land;

Specific Expectations
Knowledge and Understanding
By the end of Grade 7, students will:

  • identify key characteristics of economic, political, and social life in New France (e.g., the seigneurial system; the roles of governor, bishop, and intendant);

  • outline the background and causes of key events of the period (e.g., the expulsion of the Acadians, the Seven Years' War, the Battle of the Plains of Abraham) and describe their effects.

Developing Inquiry/Research and Communication Skills
By the end of Grade 7, students will:

  • use a variety of primary and secondary sources to locate relevant information about how early settlers met the challenges of the new land (e.g., primary sources: artifacts, journals, letters, statistics, field trips, interviews, period documents and maps; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);

  • communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs (e.g., create a chart illustrating the organization of the seigneury);

  • use appropriate vocabulary (e.g., seigneurial system, rivalry, expulsion, Acadian) to describe their inquiries and observations.

Application
By the end of Grade 7, students will:

  • compare the attractions and drawbacks for French Canadians in choosing life on a farm versus life in the church or in the woods (e.g., as an habitant, a Jesuit priest, an Ursuline nun, a coureur de bois, a fille du roi).

History: British North America

Overall Expectations
By the end of Grade 7, students will:

  • explain the origins of English settlement in British North America after the fall of New France, describe the migration and settlement experiences of the various groups of settlers, and outline the causes, events, and results of the War of 1812;

  • use a variety of resources and tools to gather, process, and communicate information about the beginnings and development of the new British colonies;

  • identify some themes and personalities from the period, and explain their relevance to contemporary Canada.

Specific Expectations
Knowledge and Understanding
By the end of Grade 7, students will:

  • describe the different groups of people (e.g., Black Loyalists, slaves, indentured servants, Iroquois allied nations, Maritime Loyalists) who took part in the Loyalists' migration and identify their areas of settlement;

  • outline the reasons for the early settlement of English Canada (e.g., as an outcome of the American Revolution);

  • explain key characteristics of life in English Canada from a variety of perspectives (e.g., family life, economic and social life, the growth and development of early institutions, transportation, relationships with First Nation peoples and French settlers);

Developing Inquiry/Research and Communication Skills
By the end of Grade 7, students will:

  • use a variety of primary and secondary sources to locate relevant information about how early settlers met the challenges of the new land (e.g., primary sources: artifacts, journals, letters, statistics, field trips, interviews, period documents and maps; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);

  • analyse, synthesize, and evaluate historical information (e.g., debate the question: Who won the War of 1812?);

  • communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs (e.g., conduct a historical demonstration of immigrants coming to the Canadas);

  • use appropriate vocabulary (e.g., institutions, revolution, Loyalists, Patriots, Upper Canada, Lower Canada) to describe their inquiries and observations.


Expectations (Grade 8 Social Studies)
History: The Development of Western Canada

Overall Expectations
By the end of Grade 8, students will:

  • outline the main factors contributing to the settlement and development of the Prairie provinces, British Columbia, and Yukon, and describe the effects of development on various groups of people in the region from a variety of perspectives;

  • use a variety of resources and tools to gather, process, and communicate information about conflicts and changes that occurred during the development of western Canada;

Specific Expectations
Knowledge and Understanding
By the end of Grade 8, students will:

  • describe the everyday life of various groups (e.g., First Nation peoples, Métis, Europeans) in western Canada in the late nineteenth century;

Developing Inquiry/Research and Communication Skills
By the end of Grade 8, students will:

  • use a variety of primary and secondary sources to locate relevant information about the building of the railway, the settling of the land, and social and cultural life in the developing west (e.g., primary sources: photographs of Chinese labourers and prairie sodbusters, the poetry of Robert W. Service; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);

  • analyse, synthesize, and evaluate historical information (e.g., trends in immigration, the impact of Treaties 1 to 8);

  • communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and reports, drawings, tables, charts, and graphs (e.g., create diary entries depicting Louis Riel as a hero or a traitor);

  • use appropriate vocabulary (e.g., treaties, Métis, Rupert's Land, provisional government, prospector, panning for gold, staking a claim) to describe their inquiries and observations.


Expectations for Canada: History, Identity, and Culture
(Grade 12, University Preparation)
Communities: Local, National, and Global

Overall Expectations
By the end of this course, students will:

  • assess the significance of successive waves of immigration in the development of regional, provincial, and national identities in Canada.

Specific Expectations
Immigration and Identity
By the end of this course, students will:

  • describe significant waves of immigration (e.g., United Empire Loyalists in the late 1700s, Black immigration in the early 1800s, British immigration in the 1840s, Sifton’s “men in sheepskin coats”, post–World War II immigration, Asian and African immigration in the 1990s) and settlement patterns, and how they helped shape Canadian identity and culture;

Methods of Historical Inquiry

Overall Expectations
By the end of this course, students will:

  • demonstrate an understanding of historians’ methods of locating, gathering, and organizing research materials;

  • communicate opinions and ideas based on effective research clearly and concisely;

  • demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

Specific Expectations
Research
By the end of this course, students will:

  • formulate questions for research that lead to a more profound understanding of the evolution of Canadian culture, drawing on examples from Canadian history;

  • conduct organized research, using a variety of information sources (e.g., primary and secondary sources, audio-visual materials, Internet sites) that present a diverse range of perspectives on Canadian history and culture;

  • organize research findings, using a variety of methods and forms (e.g., note taking; graphs and charts, maps and diagrams).

Interpretation and Analysis
By the end of this course, students will:

  • demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions;

  • explain relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences);

  • draw conclusions based on the effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;

  • demonstrate an ability to develop a cogent thesis substantiated by effective research.

Communication
By the end of this course, students will:

  • communicate effectively, using a variety of styles and forms (e.g., essays, debates, role playing, group presentations);

  • express ideas, opinions, and conclusions clearly, articulately, and in a manner that respects the opinions of others.

Creativity, Collaboration, and Independent Study
By the end of this course, students will:

  • demonstrate an ability to think creatively in reaching conclusions about both assigned questions and issues and those conceived independently;

  • use a variety of time-management strategies effectively;

  • demonstrate an ability to work independently and collaboratively and to seek and respect the opinions of others;

Expectations for World History: The West and the World
(Grade 12, University Preparation)
Communities: Local, National, and Global

Overall Expectations
By the end of this course, students will:

  • demonstrate an understanding of the nature of the interaction among diverse peoples since the sixteenth century;

Specific Expectations
The Nature of the Interaction Among Communities
By the end of this course, students will:

  • analyse the impact of Western colonization on both the colonizer and the colonized (e.g., enrichment and impoverishment; introduction of new foods, materials, products, and ideas; destruction of cultures through disease and policy; revival of commitment to indigenous cultural identities);

Expectations for World History: The West and the World
(Grade 12, College Preparation)
Communities: Local, National, and Global

Overall Expectations
By the end of this course, students will:

  • describe key elements of various types of interactions that have occurred among diverse peoples and cultures since the sixteenth century;

Specific Expectations
The Nature of Interaction Among Communities
By the end of this course, students will:

  • describe key aspects of the impact of Western colonization on both the colonizer and the colonized (e.g., enrichment and impoverishment; introduction of new foods, materials, products, and ideas; destruction of cultures through disease and policy; revival of commitment to indigenous cultural identities);



Image
Image
  ImageTop of Page Image
Image Image
Image