Skip to main content
Ontario logo, Open in new window
Français
Help
Curriculum and Resources
Assessment and EvaluationResourcesParents
Home
Curriculum context
Preface
Vision and Goals
The Importance of Social Studies, History, and Geography in the Curriculum
Citizenship Education
Subjects
Social Studies
History
Geography
Concepts Underlying the Social Studies, History, and Geography Curriculum
Concepts of Disciplinary Thinking
“Big Ideas”
Indigenous Education in Ontario
The Program in Social Studies, History, and Geography
Curriculum Expectations
The Strands in the Social Studies, History, and Geography Curriculum
The Inquiry Process in Social Studies, History, and Geography
Spatial Skills: Using Maps, Globes, and Graphs
Some Considerations for Program Planning
Instructional Approaches in Social Studies, History, and Geography
Cross-curricular and Integrated Learning
Environmental Education
Healthy Relationships
Equity and Inclusive Education
Financial Literacy
Critical Thinking and Critical Literacy
Assessment and Evaluation of Student Achievement
Social Studies, Grades 1 to 6
The Topics
The Concepts of Social Studies Thinking
The Social Studies Inquiry Process
History, Grades 7 and 8
The Topics
The Concepts of Historical Thinking
The Historical Inquiry Process
Geography, Grades 7 and 8
The Topics
The Concepts of Geographic Thinking
The Geographic Inquiry Process
Appendices
Appendix A. The Goals of the Additional Subjects in Canadian and World Studies
Appendix B. Citizenship Education Framework
Appendix C. Map, Globe, and Graphing Skills – A Continuum
Grades
Glossary
Resources
Downloads

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.

elementary

Social Studies, History, and Geography (2023)

Version history
null
null
Addto my notes

History, Grades 7 and 8
Link

Addto my notes

The Topics
Link

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

Addto my notes

The Concepts of Historical Thinking
Link

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*

  • What factors led to Pontiac’s Resistance? How successful was this resistance? Why is it significant for First Nations? (Grade 7, A3.1)
  • Why was the Battle of Saint-Eustache significant to French Canadians? (Grade 7, B3.1)
  • How did the colonialist policies of the new Canadian government have an impact on First Nations, Métis, and Inuit individuals and communities? (Grade 8, Overview)
  • What impact did Clifford Sifton’s immigration policies and strategies have on Canadian heritage and identity? (Grade 8, B3.6)
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*

  • Who were the parties to the Treaty of Niagara or the 1760 Treaty of Peace and Friendship? What were the key short-term and long-term consequences of the selected treaty for the different parties? (Grade 7, A3.2)
  • What were some of the key social, economic, and political issues that led to the Rebellions of 1837–38? (Grade 7, B3.1)
  • What order of importance would you assign to the various factors that led to Confederation? What criteria would you use to determine the ranking of these factors? (Grade 8, A1.1)
  • Why did the residential school system meet with growing resistance from Indigenous families during this period? What happened when parents resisted the removal of their children? Why did some parents not resist? (Grade 8, B3.5)
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*

  • What can we learn from the ways in which people met challenges in the past? (Grade 7, Overview)
  • What were some central values and world views of Inuit in the eighteenth century? What are some ways in which these values and world views are reflected in present-day Inuit communities? (Grade 7, A1.1)
  • What are some ways in which the educational experiences of First Nations people during this period were similar to and different from those of First Nations people today? (Grade 8, B1.2)
  • What challenges would Ukrainian immigrants have faced on the Prairies at the end of the nineteenth century? … What do these climate and landform maps tell you about the environmental challenges Prairie settlers faced at the beginning of the twentieth century? Do similar challenges still exist today? (Grade 8, B1.3)
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*

  • What social attitudes were reflected in the forced removal of First Nations and Métis communities on the arrival of Loyalists or European immigrants? (Grade 7, B1.1)
  • What were the major concerns of women’s rights groups at the turn of the century? Which women did women’s rights groups at this time represent? Who was included and who was excluded? (Grade 8, B1.4)

* These questions are drawn directly from the overview charts that precede each grade and from the sample questions that accompany many specific expectations.

Addto my notes

The Historical Inquiry Process
Link

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:
  • to explore various events, developments, and/or issues that are related to the overall expectations in order to identify the focus of their inquiry
  • to help them determine which key concept (or concepts) of historical thinking is relevant to their inquiry
  • that reflect the selected concept(s) of historical thinking
  • to develop criteria that they will use in evaluating evidence and information, making judgements or decisions, and/or reaching conclusions
Gather and Organize
Students:
  • collect relevant evidence and information from a variety of primary sourcesa and secondary sourcesb, including community sourcesc
  • determine if their sources are credible, accurate, and reliable
  • identify the purpose and intent of each source
  • identify the points of view in the sources they have gathered
  • use a variety of methods to organize the evidence and information they have gathered
  • record the sources of the evidence and information they are using
  • decide whether they have collected enough evidence and information for their inquiry
Interpret and Analyse
Students:
  • analyse evidence and information, applying the relevant concepts of historical thinking (see preceding chart)
  • use different types of graphic organizers to help them interpret and/or analyse their evidence and information
  • identify the key points or ideas in each source
  • interpret maps to help them analyse events, developments, and/or issues
  • analyse their sources to determine the importance of the event, development, or issue for individuals and/or groups
  • identify biases in individual sources
  • determine if all points of view are represented in the source materials as a whole, and which, if any, are missing
Evaluate and Draw Conclusions
Students:
  • synthesize evidence and information, and make informed, critical judgements based on that evidence and information
  • make connections between the past and present
  • determine short- and long-term consequences of events, developments, and/or issues on different individuals, groups, and/or regions
  • assess whether an event or action was ethically justifiable, given the context of the time
  • reach conclusions about events, developments, and/or issues, and support them with evidence
Communicate
Students:
  • use appropriate forms (e.g., oral, visual, written, kinaesthetic) for different audiences and purposes
  • communicate their arguments, conclusions, and judgements clearly and logically
  • use historical terminology and concepts correctly and effectively
  • cite sources using appropriate forms of documentation

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.

On this page
The Topics
The Concepts of Historical Thinking
The Historical Inquiry Process
PreviousSocial Studies, Grades 1 to 6
NextGeography, Grades 7 and 8
Back to top
For parents
  • Parent Guides
  • Information in many languages
Specialized programs for students
  • Co-operative Education, Open in new window
  • Ontario Youth Apprenticeship Program (OYAP), Open in new window
  • Specialist High Skills Major (SHSM) program, Open in new window
  • Dual Credits, Open in new window
What’s new
  • Language Curriculum
  • English Curriculum
  • Social Studies, History and Geography Curriculum
  • Computer Studies Curriculum
Let us help you
  • What is curriculum?
  • Contact us, Open in new window
  • Browsers
Ontario logo
© King's Printer for Ontario, 2020-23, Open in new window

Are you encountering any issues, glitches, accessibility concerns, lack of functionality or other problems on the website?  Do you have a suggestion, or is there a feature you would like to see?  Please let us know so we can improve your experience in the future. Your help is greatly appreciated.

Version for English-language schools: You are viewing the Curriculum and Resources content that applies to English-language education in Ontario.

  • About Ontario, Open in new window
  • Accessibility, Open in new window
  • News, Open in new window
  • Privacy, Open in new window
  • Terms of use, Open in new window
  • Site Map
Website feedback
Share