Page 128 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Geography
Formulate Questions
Students formulate questions:
− to explore various events, developments, issues, and/or phenomena 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 geographic thinking are relevant to their
inquiry
− that reflect the selected concept(s) of geographic thinking
− to develop criteria that they will use in evaluating data, evidence, and/or information; in making
judgements, decisions, or predictions; in reaching conclusions; and/or in solving problems
Gather and Organize
Students:
− collect relevant qualitative and quantitative data, evidence, and information from field studiesa and
a variety of primary and secondary sources,b including visualsc and community resourcesd
− 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 data, evidence, and/or information they have gathered
− record the sources of the data, evidence, and information they are using
− decide whether they have collected enough data, evidence, and/or information for their inquiry
The Geographic Inquiry Process
In each of the geography courses in the Canadian and world studies curriculum, strand A focuses explicitly on the geographic inquiry process, guiding students in their investigations of issues, events, developments, and/or various geographic phenomena. 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 strand A covers all of the components of the inquiry process, it is important to note that students apply skills associated with the inquiry process throughout the content strands in each course. (See page 32 for a fuller discussion of the inquiry process in the Canadian and world studies program.)
The following chart identifies ways in which students may approach each of the components of the geographic inquiry process.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
a. Field studies may include, but are not limited to, studies in local neighbourhoods, school grounds, and various sites that allow students to explore different land uses (e.g., recreational, commercial, industrial, and transportation uses).
b. Primary sources may include, but are not limited to, census data, land claims, letters, photographs, speeches, and works of art. Secondary sources may include, but are not limited to, documentaries and other films, news articles, reference books, and most websites.
c. Visuals may include, but are not limited to, satellite images, maps, globes, models, graphs, and diagrams.
d. Community resources may include, but are not limited to, local conservation areas, resources from community groups and associations, government resources, and local plans.
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