This chart contains media-related learning outcomes from Ontario, Curriculum for History CHM4E: Adventures in World History, with links to supporting resources on the MediaSmarts site.
Historical Inquiry and Skill Development |
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Overall Expectations Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating various aspects of world history Specific Expectations A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in world history A1.2 select and organize relevant evidence and information on aspects of world history from a variety of primary and secondary sources (e.g., primary: artefacts, art works, diaries, maps, myths and legends, photographs, political cartoons; secondary: books and/or articles from the library, films or videos, historical fiction, textbooks, websites), ensuring that their sources reflect different perspectives A1.3 assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and/or context of the source and the values and expertise of its author) A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry 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 A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose A1.8 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., art works, blogs, books, films or videos, oral evidence, websites) |
MediaSmarts Resources Lesson Plans Finding and Authenticating Online Information on Global Development Issues Hoax? Scholarly Research? Personal Opinion? You Decide! ICYouSee: A Lesson in Critical Thinking Making Media for Democratic Citizenship Online Propaganda and the Proliferation of Hate Interactive Resources |
Since the Early Nineteenth Century |
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Overall Expectations Society and Community: analyse key causes and consequences of various social trends, developments, and movements in two or more societies in different regions of the world and at different times since the nineteenth century Specific Expectations D1.1 identify some key social developments during this period, and analyse some of their causes and consequences (e.g., changes in the roles of women, particularly in Western societies; developments in public education; increasing urbanization; demographic changes related to birth rates or life expectancy; changes in recreational activities) D1.3 describe some social movements that developed during this period, and analyse their impact (e.g., with reference to labour, women’s suffrage, civil rights, environmental, indigenous peoples’, or peace movements) |
MediaSmarts Resources Beyond Media Messages: Media Portrayal of Global Development Movie Heroes and the Heroic Journey News Journalism: Definitions and Comments about the News Online Propaganda and the Proliferation of Hate Perceptions of Youth and Crime Popular Music and Music Videos |
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Overall Expectations Culture and Heritage: analyse the significance of various trends and developments related to culture and heritage in two or more societies in different regions of the world and at different times since the nineteenth century Specific Expectations D4.2 describe some key developments in science and/or technology during this period, and analyse their impact on people’s lives (e.g., with reference to the widespread acceptance of germ theory; medical developments such as insulin, vaccines, penicillin; the telephone; airplanes and automobiles; electric lights and appliances; agricultural machinery; radio and television; nuclear power; computers and the Internet; the mapping of DNA; the development of genetically modified organisms) D4.3 describe some significant developments in popular culture during this period (e.g., movies; organized sports; comic books; developments in popular music, fashion; video games; advertising), and analyse similarities and differences in popular culture between this period and earlier times (e.g., with reference to sports/athletics; celebrity gossip; fashion; propaganda; symbols) |
MediaSmarts Resources Beyond Media Messages: Media Portrayal of Global Development Movie Heroes and the Heroic Journey News Journalism: Definitions and Comments about the News Online Propaganda and the Proliferation of Hate Perceptions of Youth and Crime Popular Music and Music Videos |