Curriculum Links: History Mystery

By participating in History Mystery, students will improve the techniques they need to be better students of history.

This program places a higher emphasis on skill development than on learning any specific historical content.
However, there are some curriculum connections to the material covered during the day:

Social Studies

Heritage and Identity: Communities in Canada, Past and Present 

 

Overall Expectations 

• A2. Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experiences of two or more distinct communities in Canada.
  (FOCUS ON: Perspective)       
• A3. Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in various historical and contemporary communities in Canada.
  (FOCUS ON: Significance; Continuity and Change)

 
Specific Expectations

• A3.6 identify key differences, including social, cultural, and/or economic differences, between two or more historical and/or contemporary communities in Canada.
  Use Eastern Commerce and the Mohawk Institute as models for identifying Key Differences in Education/Lifestyles between Indigenous and non-Indigenous children during the 1920s - 1930s
  Use the Mohawk Institute and Kapapamahchakwew - Wandering Spirit schools as examples for identifying Key Differences in Education practices for Indigenous students between the 1920s - 1930s and Today.
  
• A3.7 describe significant changes within their own community in Canada (e.g., their ethnic or religious community, their local community, their region)
  Use the skills and resources developed at this program to inquire into changes in the students’ school, local, ethnic, or religious community.