Ontario’s Centre of Forensic Sciences is one of the most extensive forensic science facilities in North America. The roots of the Centre are in the creation of the Attorney General’s Laboratory in 1951, renamed The Centre of Forensic Sciences (CFS) in the Province of Ontario in 1966.
In 1986, as part of the Northern Initiative Program, the Ontario Government approved the establishment of the first regional forensic science laboratory. The new laboratory, the Northern Regional Forensic Laboratory (NRFL), located in Sault Ste. Marie, became operational in July 1992.
The two laboratories conduct scientific investigations in cases involving injury or death in unusual circumstances and in crimes against persons or property. Highly specialized forensic examination and analysis are conducted in the following areas:
Biology
Chemistry
Documents
Firearms and toolmarks
Toxicology
Independent scientific laboratory services support the administration of justice and public safety programs across the province. Law enforcement officers, crown attorneys, defense counsel, coroners, pathologists and other official investigative agencies make use of the Centre’s services.
The CFS also offers many educational programs and materials for persons or agencies using its services. Included are lectures at police colleges, forensic pathology courses, coroner’s courses or universities. Frequent seminars are also arranged for special groups from the legal profession and the police.
Visit their website for more information.

This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.

This lesson is part of a sequential unit. Students are tested on what they learned about the history of ceramic forms in "Ceramics: A Vessel into History -- Lesson 1." They start work on a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.

This lesson is part of a sequential unit. Students begin work on a ceramic vessel, which they designed in "Ceramics: A Vessel into History -- Lesson 2." They discuss their artistic choices and identify elements derived from historical examples, while considering how artists appropriate ideas from earlier artists.

This lesson is part of a sequential unit. Students hold a critique session to evaluate the work of their peers using the criteria for value and meaning they developed in "Ceramics: A Vessel into History -- Lesson 1."

Student groups compete to design a process that removes the most iron from fortified cereal. Students experiment with different materials using what they know about iron, magnets and forces to design the best process for removing iron from the cereal samples.

"Un ensemble de ressources, comprenant des vidéos, un guide pour les enseignants et des plans de leçons élaborés par l'Association canadienne des libertés civiles afin d'impliquer les jeunes dans des discussions sur les droits et responsabilités des citoyens.

"C'est pas juste !" est une série développée par la Fondation d'éducation sur les libertés civiles du Canada pour inviter les enfants de 7 à 11 ans à réfléchir de manière critique sur ce que signifie vivre dans une démocratie."

L’élève aura l’occasion de revoir le vocabulaire portant sur la saison de l’hiver.
L’enfant pourra se servir du vocabulaire pour créer des phrases ou des courts textes.

Ici on travaille la lecture, l'écriture et la communication orale. On y retrouve aussi des documents à télécharger.

L’élève aura l’occasion de participer à différentes activités de lecture, écriture et communication orale en explorant le thème de la fête.

On aborde la lecture, l'écriture et la communication orale avec des documents à télécharger.

Écrite par Alexis Normand et Shawn Jobin, Cet horizon est la chanson thème de l'Année provinciale des Fransaskois 2012.
Paroles inclus dans le lien.

This art history video discussion examines Paul Cezanne's "Bathers (Les Grandes Baigneuses)," c. 1894-1905, oil on canvas, 127.2 x 196.1 cm (The National Gallery, London).

This art history video discussion examines Paul Cه_zanne's "Still Life with Apples," oil on canvas, 1895-98 (MoMA).

This art history video discussion examines Paul Cezanne's "Still Life with Plaster Cupid", oil on canvas, c.1895 (Courtauld Gallery, London).

This art history video discussion examines Paul Cezanne's "The Large Bathers," 1906, oil on canvas, 82-7/8 x 98-3/4 inches / 210.5 x 250.8 cm (Philadelphia Museum of Art).

This art history video discussion examines Paul Cezanne's "The Red Rock," c. 1895, oil on canvas, 91 x 66 cm (Musee de l'Orangerie, Paris).

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To begin a unit or lesson focused on historical significance:
• Why should we bother to learn about X (a person, event, or development)?
• Why does everyone remember Y?
• Why is X historically significant?
• What was the importance of X (a person or document)?
• Was X (a person or document) really that important?

Question stems and prompts you can use to draw out the historical thinker in all your students
To make reasoned and insightful inferences:
• This clearly shows that …
• From X (a detail) we can infer that …
• X (a detail) suggests that …
• It doesn’t say so, but … is probably the case, because X (a detail) …

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To increase familiarity with some of the elements of continuity and change and related vocabulary:
• How would you describe the things that have stayed the same since X (a date or event)?
• How would you describe the changes? Were they widespread or limited in scope? Did they happen suddenly or slowly?
• Did the changes improve things (that is, progress), or did they make things worse (that is, decline)?
• Why did certain elements stay the same while others changed?