Page 182 - 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 conducting investigations using spatial technologies;
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 using spatial technologies (e.g., factual questions: How is vegetation health identified on an infrared photograph?; comparative questions: Which map scale is most effective
for identifying a transportation route?; causal questions: What factors might cause the loss or degradation of a GPS signal?)
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 statistics on incidence of disease to analyse the pattern
of spread of a chosen disease in different parts of the world? Where might you find this data and information?” “What type of data and information do you need to collect in order to assess the impact of a storm that caused flooding in a city?” “What types of maps and graphs will help you analyse immigration 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: “What is the source of this map or photographic image? What biases might this source have and how might they affect the map or image? Have you consulted other maps or images of the same place from a different source or a slightly different time period? How do they compare?”
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 different products within an economic system; analyse graphs and charts of quality of life indicators for selected countries to determine trends and correlations; use decision- making templates to analyse points of view on a local issue; use graphic organizers to outline various perspectives on natural resource use in their region)
Sample questions: “What type of graphic organizer would you use to help analyse the impact of offshore production on both the manufacturing country and the consumer country?” “What data layers and types of information might you include when using
GIS to analyse global production of greenhouse gases?”
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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