This curriculum policy replaces The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 2018. Beginning in September 2023, all social studies, history, and geography programs for Grades 1 to 8 will be based on the expectations outlined in The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 2023. The revisions for the 2023 curriculum policy focused on learning in Grades 1 to 3 and Grade 6 social studies.
History, Grades 7 and 8
The Topics
In both Grade 7 and Grade 8 history, the expectations are divided into two chronological strands. The topics covered in the two grades are as follows:
Grade 7
A. New France and British North America, 1713–1800
B. Canada, 1800–1850: Conflict and Challenges
Grade 8
A. Creating Canada, 1850–1890
B. Canada, 1890–1914: A Changing Society
The Concepts of Historical Thinking
The four concepts of historical thinking – historical significance, cause and consequence, continuity and change, historical perspective – underpin all thinking and learning in history. In Grades 7 and 8, at least one concept of historical thinking is identified as the focus for each overall expectation. The following chart describes each concept and provides sample questions related to it. These questions highlight opportunities for students to apply a specific concept in their studies. (See a fuller discussion of the concepts of disciplinary thinking.)
| Historical Significance |
| This concept requires students to determine the importance of something (e.g., an issue, event, development, person, place, interaction) in the past. Historical importance is determined generally by the impact of something on a group of people and whether its effects are long lasting. Students develop their understanding that something that is historically significant for one group may not be significant for another. Significance may also be determined by the relevance of something from the past, including how it connects to a current issue or event.
Related Questions*
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| Cause and Consequence |
| This concept requires students to determine the factors that affected or led to something (e.g., an event, situation, action, interaction) as well as its impact/effects. Students develop an understanding of the complexity of causes and consequences, learning that something may be caused by more than one factor and may have many consequences, both intended and unintended.
Related Questions*
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| Continuity and Change |
| This concept requires students to determine what has stayed the same and what has changed over a period of time. Continuity and change can be explored with reference to ways of life, political policies, economic practices, relationship with the environment, social values and beliefs, and so on. Students make judgements about continuity and change by making comparisons between some point in the past and the present, or between two points in the past.
Related Questions*
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| Historical Perspective |
| This concept requires students to analyse past actions, events, developments, and issues within the context of the time in which they occurred. This means understanding the social, cultural, political, economic, and intellectual context, and the personal values and beliefs, that shaped people’s lives and actions. Students need to be conscious of not imposing today’s values and ethical standards on the past. Students also learn that, in any given historical period, people may have diverse perspectives on the same event, development, or issue.
Related Questions*
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* These questions are drawn directly from the overview charts that precede each grade and from the sample questions that accompany many specific expectations.
The Historical Inquiry Process
In each strand, the second overall expectation focuses explicitly on the historical inquiry process, guiding students in their investigations of events, developments, issues, and ideas. This process is not intended to be applied in a linear manner: students will use the applicable components of the process in the order most appropriate for them and for the task at hand. Although the Inquiry section covers all of the components of the inquiry process, it is important to note that students apply skills associated with the inquiry process in the context of any expectation, regardless of whether it is in the Application, Inquiry, or Understanding Historical Context section. (See a fuller discussion of the inquiry process in the social studies, history, and geography program.)
The following chart identifies ways in which students may approach each of the components of the historical inquiry process.
| Formulate Questions |
Students formulate questions, either independently or with guidance from the teacher, and either individually or in groups:
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| Gather and Organize |
Students:
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| Interpret and Analyse |
Students:
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| Evaluate and Draw Conclusions |
Students:
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| Communicate |
Students:
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a. Primary sources include, but are not limited to, artefacts, art works, census data, cookbooks, diaries, letters, legislation, legislative acts, oral histories, photographs, speeches, treaties, and some maps.
b. Secondary sources include, but are not limited to, current news articles, documentaries and other films, reference books, and most websites.
c. Community sources include, but are not limited to, local museums and heritage sites, and resources from community groups and associations.
