Page 135 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

analysing and evaluating data and information, formulating conclusions, and making judgements about geographic issues in the selected region (e.g., use the concept of spatial significance to explain natural hazards to which the region is prone; use the concept of patterns and trends to analyse short- and long-term population trends and phenomena such as the shift of population to urban centres; use the concept of interrelationships to analyse the impact that economic development has had on indigenous peoples in the region; use the concept of geographic perspective to analyse the social, political, economic, and environmental impact
of globalization on the region)
Sample questions: “Why would it be useful to apply the concept of spatial significance when investigating the characteristics of a region?” “How might an understanding of patterns and trends guide your analysis of the effectiveness of international aid in improving maternal health in the region?” “How might an under- standing of interrelationships guide your examination of the connections between the distribution of natural resources and their development in the region?” “How might applying the concept of geographic perspective help you understand the advantages and disadvantages of tourism in the region?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating
Sample questions: “What did you find out about how foreign ownership affects economic disparity in various countries in the selected regions? What conclusions can you draw about why foreign ownership may have different effects in different countries?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a presentation for classmates on trade between Canada and the selected region; a debate on the pros and cons of resource and/or industrial development in the region; a webcast or podcast for the general public on how issues related to food security affect the region; a photo essay for a local community group to illustrate various ways in which the com- munity is connected to other regions of the world)
Sample questions: “What kind of information does your audience need? How much detail would be appropriate? What format and approach would be most effective in conveying your information to this particular audience?”
A1.8 use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., articles, oral recounts, blogs, books, databases, films, websites)
A1.9 use appropriate terminology when communicating the results of their investiga- tions (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which geographic investi- gation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., skills related to reading graphic texts, writing, graphing, computer use, use of GIS and/or satellite imagery, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life
A2.2 apply in everyday contexts skills and
work habits developed through geographic investigation (e.g., use critical thinking, mapping, and/or graphing skills to help them analyse an issue of local importance; use listening skills in discussions to help them understand multiple perspectives; apply work habits such as collaboration when sharing ideas and information with a team, or self-regulation to identify strategies for achieving a goal)
A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse the importance of pollinators to agricultural production and the impact of their decline; use the concept of patterns and trends to enhance their understanding of issues related to global population shifts; use the concept of inter- relationships to help them understand a current issue related to gender inequality; use the concept of geographic perspective to analyse the impact
of climate change) in order to enhance their understanding of these issues and their role
as informed citizens
A2.4 identify some careers in which a geography background might be an asset (e.g., economic development officer, GIS technician, international aid worker, marketing analyst, owner of an importing business, travel industry analyst, travel writer, urban planner, environmental scientist)
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Regional Geography
CGD3M