Page 152 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating physical systems, natural phenomena, and natural events;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some careers in which a background in geography might be an asset.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
OVERALL EXPECTATIONS Throughout this course, students will:
SPECIFIC EXPECTATIONS
A1. Geographic Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into physical systems, natural phenomena, and natural events (e.g., factual questions: What does the Gaia hypothesis describe?; comparative questions: What are the similarities and differences between tornadoes and hurricanes?; causal questions: How might climate change have an effect on various coastal cities around the world?)
A1.2 select and organize relevant data and information on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative and qualitative; photographs; satellite images; secondary: published statistics, newspapers, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range of perspectives
Sample questions: “How might you use ship- wreck data to analyse the location of dangerous water currents? Where might you find this
data and information?” “What type of data
and information do you need to collect in
order to determine the best location for mining diamonds?” “What types of maps and graphs will help you analyse landslide patterns?”
A1.3 assess the credibility of sources and informa- tion relevant to their investigations (e.g., by considering how the data are constructed to support the author’s point of view, the possible bias of the author, the expertise of the author, the accuracy
of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)
Sample questions: “Whose point of view does this source represent? Is the source biased? Have you consulted other sources that represent other points of view? Which source is most credible and why?”
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret weather maps indicating barometric pressure systems to predict areas of active weather; analyse graphs and charts of global temperatures over time to identify past ice ages and predict future glaciation trends; use charts to determine the costs and benefits of building structures that are designed to minimize the impact of natural disasters; use graphic organ- izers to outline various points of view on whether to send relief funds to a country where a natural disaster has occurred)
Sample questions: “How might remote sensing help you analyse changes in water temperature along a shoreline?” “What data layers might you use with a geographic information system (GIS) in order to analyse impacts on an area affected by a wildfire?”
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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