Page 183 - 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, inter- relationships, geographic perspective) when analysing and evaluating data and information, formulating conclusions, and making judgements about issues they are investigating through the use of spatial technologies (e.g., use the concept of spatial significance to analyse a map layer showing the distribution of desertification or poverty; use the concept of patterns and trends to analyse tables showing short- and long-term population trends and phenomena such as urbanization; use the concept of interrelationships to explain how a variety of natural and human factors depicted
in map layers combine to contribute to global inequality; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of the use of GPS technology)
Sample questions: “How can an understanding of spatial significance help you when determin- ing the type of physical environment in which you would find wetlands?” “How might an understanding of patterns and trends help you analyse a satellite image to determine the impact of the melting of continental ice?” “How might an understanding of interrelationships guide your analysis of a story map showing the connections among the following: a product you buy, the company that sells it, the resources used to make and dispose of it, and labour conditions in the factory that manufactures it?” “How can geographic perspective help you analyse the impact of zoning on community safety by layering maps that depict types of criminal incidents with those that show various types of land use, such as residential, commercial, and recreational uses?”
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 trends in river flooding and the amount of damage done to nearby buildings? What conclusions can you draw about the impact of this relationship on the area or region? How might this relationship affect city planning in the future, such as the location of new subdivisions in relation to existing or planned floodways or floodplains?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate for classmates on which map projection is best to use for a specific country; a video for a
Grade 9 class showing how data on a community issue can be gathered and then presented in map form; a webcast or podcast for the general public on how their local area connects to world systems on a daily basis; an annotated map for a local community group to illustrate the diversity of cultures within their community)
Sample questions: “What kind of information does your audience need?” “What geographic scale should you use in order to show the level of detail that you need to support your argument?” “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 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., 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 investigation (e.g., ask questions to deepen their understanding of an issue; use quantitative data to support an idea; use spatial skills to aid their understanding of world events; apply work habits such as collaboration, listening to and considering multiple perspectives when discussing an issue as part of a group)
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 the spread of a disease; use the concept of patterns
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Introduction to Spatial Technologies
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