Page 113 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

effect help you understand why an individual might get a payday loan and the impact of that loan on his or her finances?” “Why is the concept of economic perspective particularly relevant when investigating issues related to supply and demand?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements and/or predictions about the economic issues they are investigating
Sample questions: “What have you concluded about how your needs and wants affect your spending habits? Do you think your findings will have an impact on your behaviour? Why or why not?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a presentation, including visual elements,
on how a particular business contributes to their community; a letter of complaint to the appropriate party regarding a defective product; an information session for the school on the impact of the under- ground economy; a debate on the merits of renting versus buying a home; a graph showing the cost
of compound interest on outstanding credit card charges; a video on the use of tax dollars in their community; a blog on a controversial economic issue)
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., articles, books, film or videos, interviews, websites)
A1.9 use appropriate terminology when com- municating the results of their investigations (e.g., vocabulary specific to their inquiry topics; terminology related to economics and the concepts of economic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which economic investiga- tions can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to oral communication, reading text, computer use, numeracy, decision making) and skills related to financial literacy, that can be transferred to the world of work and/or to everyday life
A2.2 apply in everyday contexts skills and work habits developed through economic investiga- tions (e.g., apply skills to interact respectfully with people in different contexts, to identify bias in a blog or other source, to help them make informed consumer choices; demonstrate work habits such as teamwork by cooperating with others to organize an event in the community, or reliability by following instructions in the classroom or at their part-time job)
A2.3 apply the concepts of economic thinking when analysing current events involving economic issues (e.g., job cuts at a company
in a small community; government aid to a large corporation; a report on corruption in a company operating in the developing world; a current issue facing workers in an offshore textile company
or migrant workers in Canada; announcements regarding the latest unemployment rate; a strike) in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “Why is this company closing? What impact will its closing have on workers and their families? What impact will it have on the local or regional economy?”
A2.4 identify some careers in which the skills learned in economics might be useful (e.g., charitable foundation worker, customer service representative, entrepreneur, farmer, financial assistant, human resources representative, manager of or clerk in a cooperative)
ECONOMIC INQUIRY AND SKILL DEVELOPMENT
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Making Personal Economic Choices
CIC4E