Page 167 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

A1.5 use the concepts of geographic thinking
(i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information and formulating conclusions and/or judgements about issues relating to travel and tourism (e.g., use the concept of spatial significance to analyse the distribution of tourist resorts within a region; use the concept of patterns and trends to analyse short- and long-term tourism trends and phenomena such as the evolution of volunteer/work tourism; use the concept of interrelationships to analyse
the role of personal technology in personal travel planning; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of a land-use dispute related to tourism)
Sample questions: “How might the concept of spatial significance help you evaluate the best location for a new hotel complex?” “How might an understanding of patterns and trends help you analyse the impact of a common currency on tourism in the European Union?” “How might an understanding of interrelation- ships guide your personal travel decisions?” “How can geographic perspective help you analyse the impacts of tourism activities in environmentally sensitive areas?”
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 the relationship between tourism and economic conditions in this region? What conclusions
can you draw about the relationship between tourism and economic conditions in other regions? How might this relationship be altered during an economic downturn?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a brochure for Canadian tourists who are considering cultural tourism in China, a debate with classmates on the most appropriate location for the next summer Olympics, an article for
the school website that evaluates local activities appropriate for a“staycation”, a presentation for the parent council recommending a destination for the school’s next March break trip)
Sample questions: “What kind of information does your audience need? In how much detail? 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, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)
A1.9 use appropriate terminology when communi- cating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geo- graphic 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., reading graphic texts, writing, graphing, computer use, use of spatial technologies, 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 investi- gation (e.g., ask questions to deepen their understanding of an issue; listen to and consider multiple perspectives when discussing an issue; use quantitative data to support an idea; use spatial skills to plan a holiday with a low environmental impact; apply work habits such as collaboration when working with a team to make a decision)
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 possible reasons for limiting access to a destination; use the concept of patterns and trends to analyse the environmental impact of business travel; use the concept of interrelationships to analyse social and economic changes in an indigenous community that has become a tourist destination; use the concept of geographic perspective to analyse the potential impact of building a tourist resort in a region that experiences frequent water shortages) 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., travel agent, hospitality worker, travel writer, web designer for a tourist destination, marketing analyst, tourist attraction worker, community museum interpreter, GIS technician)
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Travel and Tourism:
A Geographic Perspective
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