Outcome Chart - Ontario - Canadian History since World War I Grade 10 Academic CHC 2D
Historical Inquiry and Skill Development
Overall Expectations:
Use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914
Specific Expectations:
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)
MediaSmarts Resources
- Authentication Beyond the Classroom
- Beyond Media Messages: Media Portrayal of Global Development
- Bias in News Sources
- Deconstructing Web Pages
- Digital Skills for Democracy: Assessing online information to make civic choices
- Finding and Authenticating Online Information on Global Development Issues
- Hate or Debate?
- Hoax? Scholarly Research? Personal Opinion? You Decide!
- Reality Check: Authentication 101
- Reality Check: Authentication and Citizenship
- Taming the Wild Wiki
Canada, 1982 to the Present
Overall Expectations:
Describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities
Specific Expectations:
E1.1 describe various key social trends and/or developments in Canada since 1982, and assess their significance for the lives of different people in Canada, including First Nations, Métis, and Inuit communities.
Sample question: “What impact have Hollywood portrayals of Indigenous individuals and communities during this period had on Canadians’ understanding of First Nations, Métis, and Inuit culture?”
E1.2 identify some major developments in science and/or technology since 1982 (e.g., personal computers, the Internet, cellphones, electric and hybrid cars, recycling technologies, cloning, genetically modified foods, new fossil fuel extraction technologies, developments in alternative energy, artificial hearts), and assess their impact on the lives of different people in Canada, including First Nations, Métis, and/or Inuit individuals and communities
Sample questions: “Which scientific or techno-logical development during this period do you think has had the greatest impact on the lives of Canadians? Why?” “How has the development of social media affected the lives of different people in Canada? What are some of the issues related to the use of social media?” “What impact has the evolution of digital music had on First Nations, Métis, and Inuit music?"
MediaSmarts Resources
- Challenging Hate Online
- First Person
- Free Speech and the Internet
- Miscast and Seldom Seen
- Online Propaganda and the Proliferation of Hate
- Privacy Rights of Children and Teens
- The Citizen Reporter
- The Invisible Machine: Big Data and You
- Transgender Representation in TV and Movies
- What Students Need to Know about Freedom of Information and Protection of Privacy
- Who's Telling My Story?
Overall Expectations:
Analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present
Specific Expectations:
describe contributions of various individuals, groups, and/or organizations to Canadian society and politics since 1982, and explain the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada
explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982, and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada
assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international;
MediaSmarts Resources