Curriculum Connections

Grade Twelve: Changes in Health Care

The following are some the curriculum expectations that connect to our programming. These will either be covered through our on-site program or the Suggested Post-Visit Activities for your grade level:

OVERALL EXPECTATIONS:

Change and Continuity
• Assess changes in Canada’s rural-agricultural and urban-industrial communities
• Analyse the relationship between major technological and social changes in Canada

Social, Economic, and Political Structures
• Analyse changes in Canadian social programs and policies over time;

Methods of Historical Inquiry and Communication
• Use methods of historical inquiry to locate, gather, evaluate and organize research materials from a variety of sources
• Interpret and analyse information gathered through research, employing concepts and approaches appropriate historical inquiry
• Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

SPECIFIC EXPECTATIONS:

Change and Continuity

Technology and Society
• Analyse how changes in technology have affected Canadian homes and workplaces.

Social, Economic and Political Structures

Social Programs and Policies
• Assess the extent to which education and health care have shaped regional, provincial, and national identities

Methods of Historical Inquiry and Communication

Research
• Formulate questions for research and inquiry
• Select and use a wide variety of relevant primary and secondary sources
• Evaluate the credibility of sources and information
• Organize and record information gathered through research, using a variety of methods

Interpretation and Analysis
• Analyse information, employing concepts and theories appropriate to historical inquiry (e.g. chronology, cause and effect, short and long term consequences)
• Make connections between historical situations studied in the course and similar situations in new or unfamiliar contexts (e.g., by identifying chronological ties and cause-and-effect relationships, and using comparison and contrast);
• Draw conclusions based on supporting evidence, effective analysis of information, and awareness of diverse historical interpretations;
• Complete research projects that reflect or contain the elements of a historical inquiry process: preparation, research, thesis, supporting evidence, conclusion based on evidence.

Communication
• Express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms (e.g., reports, essays, seminars, debates, 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 and issues.



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