Page 166 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating geographic issues relating to travel and tourism;
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 geographic issues relating to travel and tourism (e.g., factual questions: Which three countries were the most popular tourist destinations for Canadians last year?; comparative questions: Which class of tourist has the greatest economic impact on the selected destination?; causal questions: Is it in
a Caribbean island’s best interest to solicit cruise line business?)
A1.2 select and organize relevant data and infor- mation on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative and qualitative; statistics; photographs; satellite images; secondary: 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 quality of life indicators to analyse the impact of tourism activities for a selected location? Where might you find this data and information?” “What type of data and information do you need to collect in order to assess the impacts of tourism activities on a specific country or people?” “What types of maps and graphs will help
you analyse tourism 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 diagrams illustrating the flow of an economic system; analyse graphs and charts of quality of life indicators for selected countries to determine trends and correla- tions; use decision-making templates to analyse points of view on an issue related to tourism; use graphic organizers to outline various perspectives on the development of tourist attractions)
Sample questions: “What data layers and type of information might you include in a geographic information systems (GIS) query in order to analyse the impact of foreign ownership of Caribbean resorts?” “What type of graphic organizer would you use to help analyse the impact of a weakening economy on travel and tourism industries?” “What categories would you need to include in a budget template for comparing and evaluating potential travel costs for a family trip?”
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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